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A visuo-haptic simulator for understanding magnetic forces for engineering majors
(ICERI, 2024)
Neri-Vitela, Luis
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Robledo-Rella, Víctor
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Noguez, Julieta
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Gonzalez-Nucamendi, Andres
According to the embodied cognition theory, adding extra sensory channels for user interaction with an online learning scenario can improve understanding and long-term retention of physical phenomena. In this regard, the implementation of visuo-haptic simulators (VHSs), which integrate touch into a visual simulator, may enhance users' learning experiences by allowing them to manipulate objects and feel forces realistically. Haptic technology and VHSs have been used for training in various fields like surgery, navigation, and industrial applications. In education, VHSs have also been applied to explain physics concepts from elementary to undergraduate levels. Our research group has consistently applied a methodology to develop VHSs for undergraduate engineering students over several years, called VIS-HAPT. Using this methodology, several VHSs have been developed to explain physics concepts, such as electric forces between different charge distributions, friction forces exerted by a surface on a block, and the buoyant force on an object immersed in a liquid. In this project, we introduce a new VHS designed to clarify the nature of magnetic forces, a challenging concept for our students. This VHS features a fixed long straight conducting wire and a rectangular conducting loop in the same plane, with one side of the loop parallel to the wire. Users can adjust parameters like the magnitude and direction of currents in the wire and loop, the distance between them, and the loop's dimensions, and perceive the corresponding effects on the magnetic force exerted by the wire on the loop. Through the haptic feedback provided by the VHS students can feel the strength of this force, perceive its direction, and simultaneously visualize its value on the screen, enhancing their learning experience. The VHS was tested with 117 junior undergraduate engineering students at Tecnologico de Monterrey, Mexico City Campus, during the February-June 2024 term. To study the impact of the VHS on students’ learning, the student sample was randomly divided into an experimental group (N = 81), who used the VHS, and a control group (N = 36) who did not. Guided by detailed instructions, experimental students conducted several practices to explore the magnetic force by adjusting the physical parameters of the VHS. In a parallel way, control students received more traditional lecture-based instruction. A feedback perception questionnaire about the VHS experience was administered to the experimental students. The results show that most experimental students expressed a very positive opinion on their interaction with the VHS and found it user-friendly, motivating, realistic, and helpful in understanding magnetic forces. Additionally, by administering identical pre-tests and post-tests instruments to both experimental and control groups, learning gains were calculated for both student groups. The preliminary results are promising, in the sense that the average learning gains for the experimental students was larger than the one for the control students. The statistical significance of this result is discussed. Overall, the results of this work suggest that the use of the magnetic force VHS, complemented with appropriate learning strategies, can improve students' understanding and retention of electromagnetic concepts better than only applying traditional instruction methods. ©ICERI2024 Proceedings ©The authors.
41
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Designing a gamified approach for digital design education aligned with Education 4.0
(Frontiers Media SA, 2024)
Cal y Mayor-Peña, Francisco
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Escobar-Castillejos, Daisy
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Noguez, Julieta
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Introduction: Gamification integrates game-like elements, such as points, badges, and leaderboards, into the educational process. This study examines the influence of a gamified approach on improving graphic design education. By implementing this methodology, we aim to create a more dynamic learning environment that could lead to better academic outcomes. Methods: A quasi-experimental design was employed to compare students' average grades and academic achievements using the gamified technique with those taught using conventional methods. Thirty-two students participated in the study, with these students enrolled in three different terms. Data collection involved tracking students' grades, participation, and completion rates of gamified activities. Results: Participants in the August—December 2023 semester (Experimental 2 group) who experienced the gamified approach with the proposed platform showed significant improvement, with a p-value of 0.033, compared to those in the August—December 2022 semester (Control group), which used only conventional approaches. Furthermore, better learning outcomes were obtained when the Experimental 2 group was compared with the January-May 2023 semester (Experimental 1 group), which used only the gamification methodology (p-value = 0.025). Additionally, out of 15 students in the Experimental 2 group, 10 achieved certification in Adobe Illustrator and 13 in Photoshop, suggesting that gamification elements applied through a digital platform can improve academic performance and enhance students' practical skills and readiness for professional challenges in graphic design. Discussion: Results indicate that the gamified methodology can improve learning outcomes. Nevertheless, the proposed approach also has limitations and areas for improvement. Manual data capture, integration with external tools, the amount of teachers applying the approach, and the sample size of participants are limitations of the study that could have affected the accuracy of the results. Future work will focus on developing a proprietary platform that integrates course content and automates the tracking system to improve efficiency and accuracy. Moreover, a subsequent study will include a larger sample of students and professors to validate the present study's findings. ©The authors ©Frontiers Media SA ©Frontiers in Education.
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Enhancing methods engineering education with a digital platform: usability and educational impact on industrial engineering students
(Frontiers Media S.A., 2024)
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Noguez, Julieta
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Sigüenza-Noriega, Iñaki
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Escobar-Castillejos, Daisy
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Introduction: Work study aims to comprehend the potential of human work by assessing the duration of tasks and identifying methods for reducing them to enhance productivity and efficiency. On the other hand, methods engineering analyzes job processes to determine the most efficient and cost-effective techniques, resulting in improved operations. These areas are essential in the field of industrial engineering. Traditionally, they are taught using printed manuals and classroom-based instruction. Nevertheless, these conventional strategies frequently encounter difficulties engaging students and generating solid comprehension of the topics. Methods: This study involved the development of a digital platform to improve methods engineering education. The platform adapts the curriculum of the methods engineering course offered at Universidad Panamericana. Each laboratory's practice includes detailed instructions and tasks for students to complete. Upon finishing, students submit their reports, which the professor then assesses. If the report meets the required standards, it is approved; otherwise, students must repeat the activities. An experience system serves as a tracker for course completion and keeps track of the student's progress. Results: An experimental group of 26 students who responded to Doll and Torkzadeh's end-user computer satisfaction survey tested the platform. Participants responded positively, particularly regarding the platform's accuracy (73.08% high satisfaction), ease of use (majority rated 5 for user-friendliness), and timeliness (majority satisfied with up-to-date information). However, the format dimension received mixed ratings, indicating areas for improvement. Additionally, participants appreciated the platform's ability to track progress and motivate the completion of laboratories, with 61.54% finding the content relevant and valuable for learning methods engineering concepts. Discussion: The results suggest that integrating digital platforms into educational settings could significantly enhance educational settings, particularly in engineering courses where conventional approaches struggle to maintain student interest and engagement. Participants' positive responses support digital platforms' potential to complement and improve teaching methods. Future research will focus on integrating adaptive learning and generating micro-credentials to certify student expertise. ©The authors ©Copyright © 2024 Escobar-Castillejos, Sigüenza-Noriega, Noguez, Escobar-Castillejos and Berumen-Glinz. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). © 2024 Frontiers Media S.A. All rights reserved.
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Enhancing STEAM in Education 4.0: A Review of Data-Driven Technological Improvements
(Springer, 2024-01-01)
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Noguez, Julieta
Universities have fulfilled the role of organizations dedicated to the promotion of intellectual knowledge and the fostering of creative thinking. Educational institutions function as the central place for students to acquire specialized knowledge in their respective disciplines, while also developing competencies and beliefs that contribute to the progress of society. As technology advances, universities are facing a new revolution in the paradigms of education, which is making them adapt their established methodologies. Education 4.0 aims to improve education through cutting-edge technology and automation. Furthermore, the use of data-driven methodologies allows educators to automate the processes of assessment and evaluation, which could enhance the accuracy of comprehending educational outcomes. Universities are currently promoting the integration of analytical reasoning and creative expression using multidisciplinary techniques such as STEAM. This approach ensures that students not only acquire technical expertise, but also develop the essential skills of creativity, adaptability, and humanistic understanding that are necessary in the current job market. The objective of this chapter is to discuss the development and importance of STEAM within Education 4.0, emphasizing the potential of data-driven technologies. ©Springer
Scopus© Citations 1 47
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Policy Design for Electricity Efficiency: A Case Study of Bottom-Up Energy Modeling in the Residential Sector and Buildings
(2023)
Sanchez-Escobar, Marlene Ofelia
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Noguez, Julieta
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Molina-Espinosa, Jose Martin
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Ruiz-Loza, Sergio
Energy models play a crucial role in the domain of energy policy by serving as essential instruments for decision-making. However, a significant limitation of numerous bottom-up energy models (BUEMs) is their empirical design, which hinders their ability to effectively inform policy design. This study presents a structured framework that can be used to improve the effectiveness of behavior, understanding, and engagement measures in the development of BUEMs for enhancing energy end-use efficiency. The model selected for this case study was provided by the Mexican Commission for the Efficient Use of Energy (CONUEE), and it examines the impact of regulatory instruments on the residential sector and residential buildings. The benefits of the proposed framework were successfully demonstrated through a quantitative comparison of real energy models, using and without using the said framework, revealing the advantages of its use. The framework significantly decreases the time required for model generation in various aspects by 59.43%. The obtained results highlight the effectiveness of the framework, and it could enhance the existing knowledge in the sector.
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The prediction of academic performance using engineering student’s profiles
(2021)
Gonzalez-Nucamendi, Andres
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Noguez, Julieta
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Neri, Luis
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Robledo-Rella, Víctor
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García-Castelán, Rosa María Guadalupe
This article describes the determination of student profiles based on the constructs of multiple intelligences and on learning and affective strategies, in order to identify the most important characteristics for ensuring the academic success of engineering students. The two constructs were organized in terms of eight dimensions each: the basis for developing two questionnaires that were completed by 618 undergraduate engineering students, in an attempt to define their student profile. Three alternative measures were designed to determine numerical values for each dimension, according to their capacity to predict academic performance in terms of final grades, using regression analysis. According to the study's findings, the logical/mathematical dimension plays an important role in student performance, while anxiety has a negative effect on final grades. The definition of appropriate measures to determine students’ cognitive, affective, and self-regulatory profiles can provide instructors with timely information to implement appropriate teaching strategies in their groups. © 2021 Computers and Electrical Engineering, Elsevier Ltd.
Scopus© Citations 21 8 1
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VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0
(2021)
Noguez, Julieta
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Neri, Luis
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Robledo-Rella, Víctor
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García-Castelán, Rosa María Guadalupe
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Molina, Arturo
Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0.
Scopus© Citations 4 18 1

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