The rise of immediacy culture, emphasizing instant gratification, has led to students disengaging from taking ownership of their learning, fostering passive environments. This study addresses the issue by building students' confidence in autonomous learning through strategies that cultivate intrinsic motivation. The research aimed to assess students' motivationconfidence and satisfaction-in self-directed learning. An activity was implemented in a sophomore-level Statistics and Experimental Design (DOE) course to promote student-led learning. Teams of 4-5 engineering students designed trivia video games using Game Builder Garage (GBG) on the Nintendo Switch (NS) over one week. These games, featuring DOE-based questions, were intended to help peers prepare for the final exam. Each student generated 10 questions throughout the course, with teams selecting the best ten for their games. The activity culminated in a peer-reviewed competition and a live trivia match. Student motivation was evaluated using an adapted version of Keller's IMMS questionnaire in a PRE-POST experimental design ($\mathrm{n}=55$) analyzed via paired t-tests (5 % confidence level). The findings indicated a marked improvement in confidence, while satisfaction remained unchanged. Both confidence and satisfaction are two of the four dimensions of motivation outlined in Keller's ARCS model, which forms the basis for the Keller's IMMS questionnaire used in this study. This gamification approach-having students create, not just play, educational games-fostered ownership, engagement, and responsibility, enhancing confidence in learning independently, even in technical subjects like DOE.

This study aimed to investigate the impact of implementing a Lean Launchpad methodology on students' entrepreneurial skills, including their soft skills self-perception. A cohort comprised of four projects, with the first cohort running from February to June 2023 and the second from September to December 2023, was conducted to evaluate students' perceptions. A series of operation guidelines were crafted, keeping in mind the academic commitments of students and professors. A statistical analysis was conducted to evaluate the student's opinions on the strengths, opportunities, and achievements of the Lean Launchpad methodology and their soft skills impacts. These findings suggest that understating the impact of entrepreneurial and soft skills on students could help promote a better strategy and direction for their business projects.

This study explores the emergence of the ‘metastudent’ within the digital academic landscape shaped by the metaverse and blockchain technologies. Utilizing a systematic literature review guided by the PRISMA framework, the research investigates the role and definition of students in a meta university setting. Preliminary findings suggest a significant gap in the literature regarding student experiences and identities in these environments. The research aims to define the metastudent's interactions and the impact of Web 3.0 tools on their educational journey. This foundational work is pivotal for understanding and integrating the metastudent in future educational models and the broader professional world.