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A Challenge-Based Learning Experience in Industrial Engineering in the Framework of Education 4.0

School of Engineering and Sciences, Tecnologico de Monterrey, Calle del Puente 222, Ejidos de Huipulco, Tlalpan, Mexico City 14380, Mexico
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Academic Editor: Jin Su Jeong
Sustainability 2021, 13(17), 9867; https://0-doi-org.brum.beds.ac.uk/10.3390/su13179867
Received: 25 June 2021 / Revised: 23 August 2021 / Accepted: 26 August 2021 / Published: 2 September 2021
(This article belongs to the Special Issue Education 4.0: Mobilizing for Sustainable Development)
Current tendencies of product, project and services development focus on a higher consideration of the User Experience (UX). Therefore, traditional training and teaching methodologies need to adapt to prepare the students to develop strategies for problem solving for their professional education. Such needs have risen and interest in tendencies such as education and Industry 4.0 has grown. This paper presents and analyzes the process and results of a teaching implementation methodology based on Challenge-Based Learning (CBL). The paper describes the process followed, explaining the methodology precedents that led to the final implementation case. It also mentions previous experiments on product analysis and home automation developments that are linked to implementation of the technology. This case’s implementation, analysis and experimentation integrated the use of Emotional Domotics (ED) Tools for the UX analysis, to grant feedback and compare the students’ results with the bio-metrical and emotional computational analysis. The methodology, described through this document, allowed the students to better understand and experience some of the implications of an interconnected system with instant information feedback. This allowed them to better grasp part of the impact that the tendency towards the Internet of Things (IoT) is currently having, and the impact of the improvement proposals from the students. View Full-Text
Keywords: educational innovation; higher education; CBL; UX; Industry 4.0; ergonomy analysis; emotional domotics educational innovation; higher education; CBL; UX; Industry 4.0; ergonomy analysis; emotional domotics
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MDPI and ACS Style

Gutiérrez-Martínez, Y.; Bustamante-Bello, R.; Navarro-Tuch, S.A.; López-Aguilar, A.A.; Molina, A.; Álvarez-Icaza Longoria, I. A Challenge-Based Learning Experience in Industrial Engineering in the Framework of Education 4.0. Sustainability 2021, 13, 9867. https://0-doi-org.brum.beds.ac.uk/10.3390/su13179867

AMA Style

Gutiérrez-Martínez Y, Bustamante-Bello R, Navarro-Tuch SA, López-Aguilar AA, Molina A, Álvarez-Icaza Longoria I. A Challenge-Based Learning Experience in Industrial Engineering in the Framework of Education 4.0. Sustainability. 2021; 13(17):9867. https://0-doi-org.brum.beds.ac.uk/10.3390/su13179867

Chicago/Turabian Style

Gutiérrez-Martínez, Yadira, Rogelio Bustamante-Bello, Sergio A. Navarro-Tuch, Ariel A. López-Aguilar, Arturo Molina, and Inés Álvarez-Icaza Longoria. 2021. "A Challenge-Based Learning Experience in Industrial Engineering in the Framework of Education 4.0" Sustainability 13, no. 17: 9867. https://0-doi-org.brum.beds.ac.uk/10.3390/su13179867

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