This research compares the outcomes of two teaching methodologies for multivariate surfaces, their contour plots, and their algebraic expressions. The study involved two groups of first year engineering students. The first group contained 40 participants that followed a Technology – based methodology in which 3D printing was used to generate the three dimensional figures by introducing the algebraic equations into a design software. The second group contained 29 participants that followed a Multisensory – based methodology in which they segmented edible three-dimensional figures by actually eating them, therefore measuring and calculating contour plots and algebraic expressions. Students' performance was measured with an assessment that asked the participants to relate three dimensional surfaces with contour plots, and three-dimensional surfaces with algebraic expressions. Results were compared using a 95% confidence Fisher's exact test. The study shows that using multisensory based methodologies provide better results in students' learning due to the easy way to visualize and manipulate the layers that conform a three-dimensional figure. However, we suggest that a similar instructional design for using technology could improve observed results, which we state as future work for this research.

An educational methodology was developed and implemented to increase both argumentative skills and interest as part of students' critical thinking competence, which would allow them to build structure and justified explanations about how engineering systems works. This methodology increases both students' argumentative skills and students' interest in building structured and justified explanations about how engineering systems work. The developed methodology has 3 steps. First, pre intervention evaluation of both argumentative skills and students' interest in developing supported explanations about how engineering systems work. Second, practice of the Affirmation-Justification-Application of sciences laws (AJA) strategy analyzing specific systems and sharing their explanations in a TikTok account. Third, post evaluation of both argumentative skills and the student's interest in developing supported explanations about how engineering systems work. Individual interest in developing structured explanations of how engineering systems work, was studied as a multidimensional construct divided into 4 dimensions: predisposition, affection, intentionality and appreciation. Our study was carried out in the engineering school of a medium size university with 61 students in 2 different campuses. A comparation between the post-test and pre-test argumentative skills using a 90% confidence hypothesis test for difference of paired means shows a significant improvement in this variable. A similar comparison for student's interest in developing structured arguments shows that after using the proposed methodology, students increased their affection, intentionality, and appreciation dimensions, which imply a significant change in their attitude towards engineering systems analysis. This study provides empirical evidence of how a structured methodology for arguing and describing engineering systems can improve competence development of students. We believe that the proposed methodology can be adopted by teachers in other courses to provide students with a framework for their explanations and analysis.

Development of argumentative skills is fundamental for Engineering students, allowing them to identify assumptions and build conclusions about observed phenomena. In this paper we report results from a study involving 41 Engineering students, who practice and apply the Affirmation - Justification - Application of Laws and Principles strategy (AJA) to build an argument about and specific Engineering system. Students’ argumentative skills were measured with a validated questionnaire before (pre-evaluation) and after (post-evaluation) students knew and practiced AJA strategy. Results show a significant improvement in two of the three components of the argumentative students’ skills: Justification and Application of Laws and Principles, but in the Affirmation component, results did not show significant improvement. Evaluations were written as questions where students were asked to explain the behavior of an engineering system in two different contexts: physics context and math context. Physics context questions demanded from students, besides a correct application of AJA strategy, a correct application of physics Newton's laws to explain the movement of a system. Math context questions require from students a good knowledge of graphical interpretation of derivatives in the context of a motion to interpret certain conditions of movement in a specific system. Results show no difference between evaluation in physics and math contexts.

This paper presents the results of students and professors perceptions on the use of Artificial Intelligence Tools in their Courses and how universities should include them in the design of new courses. The paper also explores what students think about the future of University Education given the apparition of tools such as ChatGPT. A survey was answered by a group of 100 students enrolled in the Civil Engineering Program of our university. The courses of the students were from the Structural Engineering discipline, in which strong analytical skills are required. The results graphs show the perception of students to the use of AI Tools in this type of courses and how they see the future of teaching, from the students’ point of view.

This is an evidence-based paper that explores the impact of Game Based Learning (GBL) in the development of specific skills of Lean Thinking in Senior Engineering students. A card game was designed to generate discussion in situations that required problem solving skills. Later, it was implemented with 178 Senior Students of Engineering Programs in Tecnologico de Monterrey, enrolled in Fall period of 2023. The analysis of results uses a mixed qualitative – quantitative quasi – experiment, in which results present evidence of a mindset transformation of students, from considering Lean as a toolbox, to visualize it as a philosophy.

Development of argumentative skills is fundamental for Engineering students, allowing them to identify assumptions and build conclusions about observed phenomena. In this paper we report results from a study involving 65 Engineering students, who use TikTok as a learning platform applying the Affirmation - Justification - Application (AJA) of the laws of Physics strategy to build an argument about and specific Engineering system and were asked to answer pre and post questionnaires about the use of social media for improving argumentative skills. Results show dependency between technological aversion and students' perception of skill development, where students who consider that TikTok can enrich their learning process show a significant increase in their perception of argumentative skills development; however, those students who have a prior discomfort with the social platform, present a negative perception of skill's development.

This paper shows a proposal to enhance balanced teamwork through the enrichment of the teaching-learning process with the use of technology, and with the application of agile methodologies, such as Scrum. The focus is that students work in a simulated situation using the Scrum methodology, allowing them to develop communication skills, leadership, mutual support, among others, as well as obtain timely feedback on their performance.

As human beings are complex entities that perceive and assimilate the environment, it is engaging to inquire what are the factors involved in the self-perception of achievement that will allow individuals to be successful. Determining the predictive factors of subjective perception of well-being allows us to know what is affecting student academic performance. Primary relationships are an important element of these factors and have direct impact on the perception of achievement that students may have and the goals they set. This perception allows them to be more resilient in crisis situations and in persevering throughout their studies. This study assessed the subjective well-being perception in 297 students of second year of engineering. A test was used to gather information to determine Subjective Well-being Index. There was found a relationship between Subjective Well-Being and academic performance, it was observed that those stuudents with a higher score are more likely to have a better performance. It is an important fact as recent studies show that a high index works as a mediator to stay motivated and engaged with student career.

During the learning process of multivariable calculus, the spatial perception of 3D surfaces represents a major challenge for the students. Since it requires the ability to sketch the graph in a 3D system, a handmade sketch can be confusing and lead to misinterpretations of other concepts. In the specific case of triple integration, the task of setting the limits of a solid requires the combination of a good visuospatial competency plus a correct management of symbolic language of functions. Nowadays, one of the most relevant objectives for using mathematical visualization programs and/or technologies is to improve the spatial perception of 3D surfaces. In this work, a comparison between the use of tailor-made Augmented Reality software and Matlab® for visuospatial skills development in multivariable calculus course, is presented.

This contribution provides empirical evidence with information of 113 students of Engineering in Tecnologico de Monterrey, that supports the positive conditional relationship among Mastery Learning Activities and the final test’s score in a Statistics course. As well, it shows that good performance in the final test is related with continuous rehearse of medium and hard complexity Mastery Learning Activities, in contrast to poor performance students who focus in easy complexity activities and minimize the number of rehearsing attempts.