Since oral evaluations are effective but stressful tools for assessing students' knowledge, alternatives to the traditional face-to-face (F2F) oral exam with the teacher are being sought. This study examines the relationship between stress and self-efficacy in two assessment formats: asynchronous video oral assessments and traditional F2F oral evaluations. The main objective is to know if the asynchronous video format is a lower stressor than the conventional F2F method. Conducted with 168 first-year undergraduate students in mathematics, physics, and chemistry courses, the study employed the validated Acute Stress Appraisal instrument. Results show that stress decreased by 10 % on average for high self-efficacy students during video assessments, compared to a 25 % increase during F2F evaluations. Students with low self-efficacy exhibited higher stress levels across both formats, with minimal variation pre- and post-assessment. Asynchronous assessments provided students with greater control over their responses, reducing stress overall, while F2F evaluations amplified stress, particularly for high self-efficacy students, likely due to real-time pressure. Consequently, they could have a minor impact on students' overall emotional wellbeing during oral evaluations. To our knowledge, this is one of the first attempts to analyze these variables in asynchronous video oral assessments in STEM courses, contributing to the development of stress-reduced evaluation practices. This alternative assessment method could be an effective way to promote better academic performance and create a more balanced learning environment in higher education.

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.

Maintaining student motivation during physics and mathematics classes can be quite challenging for teachers. To achieve this, an interactive technological platform, Nearpod, was integrated into the class sessions, since it allows the incorporation of gamified learning activities and follow-up on the performance of the group. This study evaluates the impact of Nearpod on the attention levels of first-semester engineering students. The interventions took place within structured five-week learning modules focused on physics and mathematics content. Robust data collection instruments, encompassing the validated survey Instructional Materials Motivation Survey, Nearpod-generated reports, and opinion surveys directed to teachers and students, were deployed. The study involved a group of 87 first-semester engineering students. According to the study, classes that used Nearpod had an average student attention rate of 76% during the 38 analyzed class sessions. Additionally, student participation in interactive activities reached an average of 86%, which is higher than the participation rates reported by teachers in traditional courses. Student feedback underscored a positive perception of Nearpod's impact, emphasizing its role in maintaining focus and enhancing the learning process. In essence, this research underscores the transformative potential of Nearpod when coupled with gamification strategies in the context of university engineering education.

In this article, we present the results of an experiment conducted in collaboration between the School of Engineering and Science (EIC) and the School of Business (EN) the Tecnologico de Monterrey, involving second-semester students and the company Labopat as a training partner. The experiment took place within two multidisciplinary courses, F1015B “Application of Thermodynamics in Engineering Systems” and EM1001B “Ideation and Prototyping.” The research design employed a quasi-experimental approach, comparing two distinct teaching methods. One method employed a multidisciplinary approach in collaboration with the training partner, while the other followed a traditional approach in which students tackled a real-world issue faced by the company. This unique educational experience provided students with a valuable opportunity to apply their theoretical knowledge to real-world situations, fostering the development of essential skills and competencies. These included the ability to solve complex problems, think critically, and effectively collaborate within interdisciplinary teams. Significantly, the project not only strengthened students' academic foundations but also made a substantial contribution to the growth and development of the collaborating company. The company benefited from the effective resolution of its real-world challenges. The obtained results underscore the value of collaboration between academia and the business sector, with a focus on innovative and practical solutions. This study highlights the mutual benefits of such collaboration, emphasizing its potential to bridge the gap between theory and practice while preparing students for their future careers.

The perception of mathematics as a complex and inapplicable subject among social science undergraduates has been a persistent issue in higher education. This lack of engagement and motivation towards mathematics can hinder the students' ability to effectively participate in the Globalized and Knowledge Society. This study aims to contribute to the solution of this problem by analyzing their perception when learning mathematics through contextualized problems in their professional practice. The results show that learning mathematics through contextualized problems in professional practice improves the perceived usefulness of mathematics by social science undergraduate's, potentially increasing their engagement and learning motivation toward the subject. Moreover, the study found that both conventional analysis and analysis using data mining techniques complement each other, although both approaches lead to similar conclusions. Conventional qualitative analysis provides a deeper understanding of the data, while text analysis holds the advantage of analyzing large datasets, but its interpretation heavily depends on the researcher's expertise.