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An Experiential Learning and Authentic Assessment Framework for Challenge-Based Learning
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
;
Palma-Mendoza, Jaime Alberto
This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle and core AA principles, including realism, cognitive challenge, and evaluative judgement. Learning activities are structured around real-world challenges that reflect professional practice, enabling a coherent progression from experience to reflection, conceptualisation, and evaluation, and supporting the systematic development and assessment of student competencies. A single case study illustrates the application of the framework in industrial engineering education, implemented across six interdisciplinary modules at a private university in Mexico. Students engaged in process improvement projects within six small and medium-sized enterprises, fostering problem solving, decision making, and evaluative judgement in authentic contexts. The findings indicate that the framework supports the development of problem-solving and communication competencies, demonstrating its design coherence and practical feasibility. The framework provides structured guidance for educators to align learning objectives, activities, and assessments within CBL environments. However, limitations related to pedagogical integration and the single-case design constrain the generalisability of the findings. Future research should explore cross-disciplinary applications, longitudinal competency development, and adaptation to emerging educational contexts. © The authors © MDPI.
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Live Case Studies in Industrial Engineering Education for Experiential Learning and Authentic Assessment
(MDPI AG, 2026)
Salinas-Navarro, David Ernesto
;
Palma-Mendoza, Jaime Alberto
;
Da Silva-Ovando, Agatha Clarice
Live case studies are widely used in higher education to support active learning; however, their pedagogical potential is often limited by weak integration with learning theories and assessments. This research-to-practice study examines the systematic design of live case studies by integrating Kolb’s experiential learning cycle (ELC) and authentic assessment (AA) principles. This paper presents a framework that conceptualises live cases as the learning context, ELC as the learning process, and AA as evaluative logic. The framework is illustrated through a case study of an undergraduate Quality Management module in industrial engineering at a Mexican university, involving 31 final-year students. The study is design-oriented and illustrative, aiming to demonstrate framework enactment rather than evaluating causal effectiveness. Using a case study methodology, the instructional design and enactment were documented using the ADDIE model. Data were obtained from educational artefacts, assessment results, and student feedback surveys. The findings suggest that aligning teaching and assessment activities with the ELC stages and the AA principles effectively supports learning trajectories. This support covers experience, reflection, conceptualisation, and application. Live case studies enabled the integration of multiple assessment methods around shared organisational problems and supported personalised learning through students’ case selection. This study contributes a design logic and operational framework for distributing authentic assessment across Kolb’s experiential learning stages within live case pedagogy. Rather than offering statistical generalisation, the framework serves as a foundation for adaptation and research, emphasising transferability across disciplines, educational levels, and delivery modes. Limitations are acknowledged regarding the conceptual scope, methodological design, and empirical context. © The authors © MDPI.
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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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Integrating Generative AI into Live Case Studies for Experiential Learning in Operations Management
(MDPI AG, 2025)
Salinas-Navarro, David Ernesto
;
Vilalta-Perdomo, Eliseo
;
Palma-Mendoza, Jaime Alberto
;
Carlos-Arroyo, Martina
This research-to-practice study examines how Generative Artificial Intelligence (GenAI) can be integrated into live case studies to enhance experiential learning in higher education. It explores GenAI’s potential as an agent to learn with scaffolding reflection and engagement and addresses gaps in existing applications that often focus narrowly on content generation. To explore GenAI’s agentive potential, the methodology illustrates this approach in a UK postgraduate operations management module. Students engaged in a live case study of a local ethnic restaurant to refine its business model and operations. The data sources used to examine students’ results included module materials, outputs, and feedback surveys. Thematic analysis was employed to assess how GenAI facilitated experiential learning. The findings suggest that GenAI integration facilitated exploration, reflection, conceptualisation, and experimentation. Students reported that the activity was engaging and relevant, facilitating critical decision-making and understanding of operations management. However, the outcomes varied according to GenAI literacy and student participation. Although GenAI-enriched learning is beneficial, human agency and contextual knowledge remain crucial. Overall, this study integrates GenAI as a cognitive partner throughout Kolb’s ELC. This study offers a transferable framework for active learning, illustrating how technology can enhance critical and reflective learning in authentic educational contexts. However, limitations include uneven student participation and engagement, resource constraints, overreliance on artificial intelligence outputs, differentiated impact on learning outcomes, and a single-case report, which must be addressed before the framework can be scaled up. Future research should test this through multi-case studies while developing GenAI literacy, measuring GenAI impact, and implementing ethical practices in the field. ©Los autores ©MDPI.

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