Serious Games or Challenge-based Learning - A comparative analysis of learning models in the teaching of lean manufacturing

Ortuño, Jonathan Cuevas; Huegel, Joel C.

doi:10.1109/educon45650.2020.9125393

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…One of the big challenges for universities is to put different teaching-learning models into practice to allow students to transfer their learning from "mental knowledge" to a "practical application" of knowledge [5]. The role of both student and professor will be more active; professors will become mentors and evaluators along with staff from the organization that serves as TP.…”

Section: Introductionmentioning

confidence: 99%

Integrating Companies and Higher Education in the Teaching-Learning Process of Lean Thinking Using Challenge-Based Learning

Zavala,

Cuevas-Ortuño,

Angulo Cedeño

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Araceli Zavala has worked since 2005 at the Industrial and Systems Engineering department at Tecnologico de Monterrey campus Guadalajara as a full-time professor teaching both undergraduate and graduate courses related to the area of Statistics, Operations Research and Supply Chain mainly. She has been a consultant for several small and big companies in Mexico. Before working as a professor, she worked as General Manager at a textile Distribution Center and as an Operation Manager. She holds a Ph.D. degree in Engineering Management from the Stevens Institute of Technology and a master´s degree in Quality Systems and Productivity from Tecnologico de Monterrey.

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Section: Introductionmentioning

confidence: 99%

Integrating Companies and Higher Education in the Teaching-Learning Process of Lean Thinking Using Challenge-Based Learning

Zavala,

Cuevas-Ortuño,

Angulo Cedeño

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Challenge‐based learning implementation in engineering education: A systematic literature review

Doulougeri,

Vermunt,

Bombaerts

et al. 2024

J of Engineering Edu

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BackgroundChallenge‐based learning (CBL) is a pedagogical approach increasingly adopted in engineering education. Despite its growing practice, there is little consensus in the literature about how CBL is implemented in engineering curricula and what experiences teachers and students have in relation to it.PurposeTo address this gap, the following research questions guided the study: How is CBL currently implemented in engineering education? What difficulties and lessons learned are associated with the implementation of CBL?MethodsWe systematically reviewed the empirical literature published between 2010 and 2021. Forty‐eight empirical studies describing CBL implementation were analyzed using the curricular spider‐web framework.ResultsThe review shows the variation in CBL implementation at the course and project levels. CBL courses and projects shared the use of open‐ended, real‐world challenges as a starting point for student learning. However, they differed in the embeddedness of a challenge in specific courses and the focus of the learning, which ranged across knowledge acquisition, knowledge application, and development of transversal skills. CBL experiences also varied in terms of challenge characteristics, such as the link with global societal challenges, stakeholders' involvement, and multidisciplinarity. Similar difficulties and lessons learned were reported by teachers and students across the different examples of CBL implementation.ConclusionsCBL as a pedagogical approach in engineering education can promote student engagement with complex societal challenges within a real‐world context. However, there are limitations to the review and implications of the findings for educational research and practice.

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Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education

Coelho,

Casanello,

Leal

et al. 2024

Applied Sciences

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Incorporating Industry 4.0 technologies in higher education is crucial for preparing future engineers in a digitalized industrial environment. A challenge-based educational model and the agile Scrum methodology were implemented to move in this direction, combined with the use of Industry 4.0 technologies. New physical and virtual laboratories were enabled with Industry 4.0 hardware/software equipment. The engineering academic programs at the second-largest university in Chile were modified, and all the academic staff involved were trained. Based on conducting challenges that Industry 4.0 technologies can address, this study presents the results of implementing a new educational model and students’ response to freely adopting new technology, such as artificial intelligence (AI), the Internet of Things (IoT), and collaborative robotics. The results showed a high rate of acceptance and use of 4.0 technologies by the students, so the proposed methodology could be extrapolated to other engineering programs worldwide.

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Serious Games or Challenge-based Learning - A comparative analysis of learning models in the teaching of lean manufacturing

Cited by 3 publications

References 10 publications

Integrating Companies and Higher Education in the Teaching-Learning Process of Lean Thinking Using Challenge-Based Learning

Integrating Companies and Higher Education in the Teaching-Learning Process of Lean Thinking Using Challenge-Based Learning

Challenge‐based learning implementation in engineering education: A systematic literature review

Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education

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