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

Yadira Gutiérrez-Martínez,Ariel A. López-Aguilar,Rogelio Bustamante-Bello,Arturo Molina,Inés Álvarez-Icaza Longoria,Sergio A. Navarro-Tuch

doi:10.3390/su13179867

Yadira Gutiérrez-Martínez, Ariel A. López-Aguilar + Show 4 more

Open Access

https://doi.org/10.3390/su13179867

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Journal: Sustainability	Publication Date: Sep 2, 2021
Citations: 15	License type: CC BY 4.0

Affiliation: Tecnológico de Monterrey

Abstract

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.

Highlights

Technology-based knowledge transmission, and the development of minimal necessary tools, in an information and communication-based society, presents various challenges and evolution requirements, as it has been forecasted by researchers in previous years [1,2,3], in order to achieve an optimal professional development
Even though the main focus during the current industrial revolution, that led to the Industry 4.0, is the use of technological advancements and digitalization [9,10,11], some of the advancements and contributions can be found in the implementation of industrial methodologies like the TRIZ such as the ones described by Bertoncelli et al [12]
Standardize Data: Analysis of Population for the Challenge The sample that the client provided for the sampling of the products cannot be considered a representative sample of the population due to the number of people who performed the experiment. This has as a consequence that the results presented by the cabin of emotional domotics have a low level of reliability and can be questioned

Summary

Introduction

Technology-based knowledge transmission, and the development of minimal necessary tools, in an information and communication-based society, presents various challenges and evolution requirements, as it has been forecasted by researchers in previous years [1,2,3], in order to achieve an optimal professional development. The progress and advancements on technology throughout the different industrial revolutions [5] have allowed for what we may call educational revolutions. This is a continuous cycle, where advances in technology lead to the generation of different learning enablers as can be seen in the the table presented by [6]. The generation of such enablers in consequence allows the students to further develop and advance the technology, leading to industrial advancements.

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