Two characteristics of the Tec21 Educational Model at Tecnologico de Monterrey are learning-basedon-challenges (LBC) and the attempt to provide memorable experiences during university education. These challenges and experiences are being created through activities to develop problem-solving competencies in the students. These activities where they apply their classroom learning are designed to be attractive and challenging for the students. The Industrial Engineering and Design departments of Tecnologico de Monterrey have merged the design of experiments and design thinking to create a methodology that allows students to design successful academic activities and provides added value in education. During the last 12 years, students at Tecnológico de Monterrey have experienced various activities both in Semana i and Semestre i (new class periods created under the Tec21 Educational Model). The learning activities contained challenges to resolve during the school periods, which evidence significant learning, as reported in the end-of-semester evaluations. By proposing academic activities based on a multilevel factorial model, a statistical model has been generated to find the best combination of the component factors and levels to give us a probability of success greater than 90% when implementing the activities. Following the design-thinking methodology allows the institution to immerse with the students, be empathetic, and clearly define our expectations of them and, consequently, have a robust activity design. Various design factors are built into the activities to make them attractive and challenging for the students and enable them to apply their classroom learning.

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Virtual Reality technology (VR) can be used for manufacturing training within a reduced space to allow trainees to manipulate objects in a simulated environment. Based on the information obtained from this recreation exercise, the production planning team can implement the proper adjustments prior to the beginning of an assembly. During a Project Evaluation and Management course, five students from Tecnologico de Monterrey created a VR space with pieces for assembly in a laboratory, designed with the previous user experience from the students. The main objective of this study was to test the effectiveness of a drill pump assembly process to analyze the assembly time. The study included 44 third-year undergraduate engineering students, 22 females. After the VR study, a statistical test was performed to analyze the results, which indicated that the group of students reduced the cycle time by 67% after two times compared to the first tryout. In addition, no significant differences were observed in the assembly time between the male and female students.

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