abstract
- © 2020 IEEE.Currently, different types of learning models seek to confront students with complex problems, problems that will develop in the students the skills required for finding feasible solutions. Both the diagnosis of engineering problems as well as the search and implementation of solution alternatives require first that the student acquire knowledge in their discipline and second, apply the knowledge to solve the aforementioned problems. This paper presents a comparative analysis between the implementations of two learning models, namely Serious Games (SG) and Challenge-based Learning (CBL) to teach the Lean Manufacturing philosophy in Industrial Engineering curriculum. These pedagogical approaches were implemented in two independent groups of the same course with 3rd year undergraduate industrial engineering students from January to May 2018. The main contribution of this article is to show evidence of the implementation of both approaches with undergraduate students. Additionally, a comparative statistical analysis measures the development of disciplinary competencies in terms of teaching results of a course with these learning models. At the end of the semester, the student opinions indicated good results in learning the concepts and techniques of industrial engineering. Improvements to the assessment instruments, however, would provide adequate feedback to the student in the development of their competencies.