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Author: search.filters.author.Arana-Solares, Ivan A.

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    Item type:Publication,
    Pro-Game: Single-machine sequencing simulator
    (IEEE, 2025)
    Palma-Mendoza, Jaime Alberto
    ;
    Salinas-Navarro, David Ernesto  
    ;
    Arana-Solares, Ivan A.
    This work presents a game-based learning simulator that simulates a single-machine sequencing problem. The simulator provides a dynamic and interactive platform for industrial engineering students to apply disciplinary concepts, such as operations research, production planning, and optimization techniques, in the pursuit of finding optimal sequencing solutions. The implementation of this simulator in an industrial engineering course demonstrated its efficacy as an engaging and relevant pedagogical tool. Feedback collected from students revealed that the activity not only increased their interest and motivation but also significantly deepened their understanding of the complexities involved in sequencing problems. This study concludes that the use of such simulators in the classroom can dramatically enhance the learning experience by making abstract concepts more tangible and by providing students with a hands-on approach to mastering complex topics. The findings suggest that incorporating simulation-based activities into the curriculum is a valuable strategy for enhancing student outcomes in industrial engineering education. ©The authors ©IEE.
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    Item type:Publication,
    Challenge-Based Learning for Active Learning in Industrial Engineering Education
    (Emerald Publishing Limited, 2025)
    Palma-Mendoza, Jaime A.
    ;
    Salinas-Navarro, David Ernesto  
    ;
    Arana-Solares, Ivan A.
    ;
    Franco-Herrera, Froylan
    This chapter delves into the design of active learning activities for competence development in industrial engineering students through challenge-based learning (CBL). A learning challenge, as a purposeful experience, is proposed to expose students to real-world situations through experiential learning (EL). Around a challenge, tutors and students collaborate with an organization as an educational partner to develop alternative solutions in line with their intended learning outcomes. A case study is presented to exemplify the development of active learning activities within a CBL and EL framework that supports authentic assessment (AA) in a group of industrial engineering aggregated courses at Tecnologico de Monterrey in Mexico. The learning challenge provides promising results for the satisfactory development of student competences and the AA of their learning outcomes. However, limitations do exist concerning difficulties in the design and implementation process, which require further work. ©The authors ©Emerald.