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Item type:Publication, An Experiential Learning and Authentic Assessment Framework for Challenge-Based LearningThis 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Pro-Game: Single-machine sequencing simulatorThis 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.