Innovative learning spaces represent a pioneering educational environment engineered to investigate and exhibit varied pedagogical practices through the application of advanced technologies and versatile classroom configurations. Since its objective is to prepare students for future complexities by incorporating interactive digital tools, promoting cooperation, and facilitating active learning experiences, Science, Technology, Engineering, Arts, and Mathematics workshops are essential in actively involving undergraduate students in research activities. On the other hand, wearable biosensors are making a substantial impact in education, acting as valuable resources for educators and useful tools for students. For instance, bio-metric signals have the potential to optimize academic practices, providing valuable insights into the teaching-learning process. In this context, it is vital for engineering students to acquire the skills and knowledge necessary for the cognitive process of collecting, processing, and modeling data using various wearable sensor technologies. This work presents a case study on project-based learning in engineering education, focusing on a biomechanical analysis project. The project involves analyzing a dancer's performance of improvisations expressing joy or sadness, with the presence of an immersive space. This activity enhances students' understanding of experimental design, signal processing tasks, angular acceleration in joint per participant, and environment-dependent accelerations, while also exploring the user experience of biosensors as a brain-computer interface for electroencephalogram signal monitoring, a medical-grade wearable device that provides real-time physiological data acquisition and streaming, and a camera for tracking joint movements during dance improvisation. In this evaluation, two sets of engineering students were taken into account: a group that attended the course in a traditional classroom setting, and another group that participated in an innovative space. The results suggest that innovative learning environments and medical-grade instruments can positively impact student engagement and understanding of advanced concepts in neuroengineering. Both groups shared positive feedback on the learning experience and expressed their willingness to recommend the course to others.

Currently, vehicles come equipped with a growing number of electronic devices that enable various driving assis-tance systems. From an academic perspective, it is imperative that engineering students develop the skills and knowledge necessary to handle standardized devices in the automotive industry. To promote interaction with this technology and disseminate theo-retical concepts, innovative ideas, and critical thinking, educative workshops playa crucial role in engaging undergraduate students in the research field. This article presents a case study of an active learning method (project-based learning) in engineering education at Tecnologico de Monterrey, which involves developing an automotive control project using an industrial-level controller, i.e., a Vehicle Control Unit (VCU). This activity helps students to learn signal processing tasks, control design problems, and analyze the capabilities of VCU with simpler environments like Arduino. Typically, students conduct these activities following a research methodology. For this assessment, two groups of engineering students have been defined. One group has previously undergone a control engineering course, while the other group has not. The study evaluated the results obtained from the statisti-cal analysis of the scores of the two groups with respect to their involvement in industrial equipment projects and their perceptions of the project complexity. The first group consisted of undergraduates who had not taken a control course, and the second group included those who have already taken it. Therefore, the first group showed a better understanding of the subject than the second group. However, both groups expressed a preference for conducting engineering projects with real vehicles instead of scaled -down models.

A Challenge based Learning (CBL) activity, with the participation of an industry partner, regarding automotive design for undergraduate engineering students is presented. During an academic semester, senior students in an specialization course became familiar with technical aspects regarding electric vehicles (EV) and learned about battery pack sizing and motor sizing as well. Students worked on a challenging case study to convert a VW Type 1 sedan with an internal combustion engine (ICE) into an EV. The work done by the students involved real-data, simulations, cost analysis, 3D scanning, multiple CAD design iterations, and manufacturing processes. The achieved outcomes of the case were: an improved dynamic behavior and more sym-metrical weight distribution compared with the original vehicle, as well as a comparable power and energy delivery were also achieved at a lower cost compared with commercial conversion solutions. These results are evidence of the skills developed by the students as the CBL activity was developed and shows a promising project option for engineering students. It is observed how challenging students through a motivating situation that demands their intellectual curiosity, seeking to solve problems of global interest, and focusing on an application in their area of expertise, contributes to their professional development. This is an option for future final capstone projects in engineering.