Storytelling and drama are well-known teaching tools that can be used throughout the curriculum for the active participation of students in their own learning process. The introduction of robots in storytelling and drama activities provides students with a meaningful, multisensory, hands-on learning experience. This paper explores the potential and challenges of using storytelling and drama activities with robot actors in science teaching. We present the lessons learned from two experiences of storytelling and drama activities with robots in science education. Observations revealed that this approach facilitates the development of science concepts, creates a rich context to foster skills in students, creates a positive classroom environment, and improves the students’ attention and motivation. Finally, it was identified that there is a need to design low-cost expressive actor robots that are easily customizable. Additionally, the need to develop multi-robot programming interfaces that facilitate the creation of scripts for robots and their programming is also shown.

In this study, we examined the effects of project-based learning (PBL) on student learning outcomes related to the subject of signals and systems in the field of electronic engineering at the Universidade Estadual de Campinas (UNICAMP) in Brazil and at the Pontificia Universidad Javeriana (PUJ) in Colombia. We used two methods to assess the effect of PBL on student outcomes: (1) we used the Signals and Systems Concept Inventory (SSCI) to measure the increase in conceptual understanding of signals and systems among electronic engineering UNICAMP students as a consequence of implementing PBL; and (2) we compared the results on a comprehensive signals and systems final exam of a group of electronic engineering students at PUJ who received PBL to those who did not. Results indicated that (1) UNICAMP students achieved outcomes comparable to those of Buck and Wage’s study: UNICAMP students taught with projects learned more than students in 15 Signal and Systems lecture-based courses in the United States; and (2) PUJ students taught with projects received higher final exam grades than students taught via lectures. Students were able to apply their knowledge of signal processing and systems analysis using MATLAB models. These models provide authentic assessments of engineering students’ knowledge and skills. The findings of this study indicate that PBL is more effective than lectures in enhancing students’ understanding and application of signals and systems concepts.

Student-centered teaching approaches emphasize student responsibility and learning. Flipped learning is a student-centered approach to promoting student learning. In this paper, we describe a flipped learning strategy that involves fostering collaborative, problem-based, and project-based learning in engineering courses. In addition, we delineate the role of student assessment and teacher–student interactions in the flipped learning teaching strategy. In this study, we compare academic achievement and student perceptions of instruction in a lecture-based and a flipped classroom. The results show that the students in a flipped classroom had higher grades than those in a lecture-based classroom. In addition, students in the flipped classroom assessed the learning materials, activities, and evaluations more positively than the students in the lecture-based classroom did. Students in the flipped classroom were also found to be more likely than those in the other class to perceive that they could apply the knowledge and skills they developed in the course. They also had higher motivation to learn than the students in the lecture-based class and perceived that the instructor generated a positive climate that fostered student participation.

This paper describes and discusses the implementation of a project-based undergraduate course on applied electromagnetics in electronics engineering with a conceiving-designing-implementing-operating (CDIO) approach involving active project-based learning (PBL). The course, which requires a combination of mathematical and physics concepts for its completion, allows students to understand the principles of electromagnetic transmission theory in wireless communication systems. This paper presents the course proposal, its project description, and results hinting at the relationship with the CDIO process. The proposed projects allow students to engage in core concepts such as complex vectors, Maxwell’s equations, boundary conditions, Poynting's theorem, uniform plane waves, reflection and transmission of waves, waveguides, cavity resonators, and computer-assisted design. The proposed methodology results suggest that students lowered their perception of the difficulty of the course, and most students recognized a better learning process of the core concepts for this course. In addition, students’ final course grades showed an average improvement of approximately 6% compared with the final grades of other groups with different methodologies.

Prehispanopolis is the result of a pedagogical, dynamic and innovative proposal for teaching, learning and evaluation of students through the creation of a board game developed between teacher and students. As part of the activities of evaluation, the students are proposed to create a game that involves the subjects and concepts of the course, and it can later be used as an evaluation tool.The pilot test was conducted in the subject called Arquitectura Hispanoamericana (Hispano-American Architecture) of the Architecture program and limited to pre-Hispanic architecture and urbanism, hence the origin of the name of the game.The main objective in the proposal of the creation of this game is to generate greater motivation and interest in students for learning in classes that have high theoretical content and are passive, monotonous and dense both in its content and in its class methodology. History of architecture meets these characteristics among students, for this reason it was decided to start with the project in this class.Results show a high motivation and participation of the students, both in the development of the game and at the time of being used as an evaluation tool. Likewise, the academic results corresponding to the subjects evaluated with the game were improved.Keywords: Boardgame, game-based learning, gamification, motivation, methodology.

En algunas carreras de ingeniería la proporción de hombres y mujeres es bastante desbalanceada. En algunos casos este desbalance, que puede llegar a ser incluso superior de 10 a 1, puede generar en las estudiantes incomodidades, falta de empatía por parte de sus compañeros e incluso ser objeto de algún tipo de discriminación. La Comisión Internacional de Futuros de la Educación liderada por la UNESCO, ha hecho un llamado de esperanza para trabajar en la pluralidad de futuros posibles más justos y sostenibles para todos. En línea con este llamado, se desea promover desde las facultades de ingeniería, espacios de aprendizaje, visibilidad y promoción de las mujeres en el estudio de las ingenierías. Debido a la pandemia el grupo estudiantil de Mujeres en Ingeniería (WIE) se vio bastante afectado, dado que las personas que lo integraban empezaron prácticas profesionales o se graduaron y debido a la situación coyuntural de las clases remotas, no se promovió una adecuada renovación para así garantizar su continuidad. A partir de las experiencias y los aprendizajes obtenidos en el EIEI 2021, de la ponencia realizada en este mismo evento y de una encuesta realizada a más de 300 egresadas de la Facultad y estudiantes de último año, en la cual ellas nos compartieron, sus vivencias dentro de su pregrado y su vida laboral, así como sugerencias, recomendaciones y su completa disponibilidad de colaboración, se promovió el resurgimiento de este grupo estudiantil, el cual ha crecido y se ha fortalecido con estudiantes de todos los semestres, desde primero hasta último año, de más de cinco ingenierías y con el apoyo de profesores tanto de cátedra como de tiempo completo. En el documento se describirán los pasos seguidos para la reactivación del grupo, la agenda que se ha manejado, la colaboración con otras universidades, la colaboración de egresadas de la Facultad y egresadas de otras Facultades, la creación de identidad, fortalecimiento de la red, las tareas realizadas, las discusiones planteadas, el registro de las actividades, el desarrollo personal y empoderamiento que se ha tenido por parte de las integrantes y los resultados obtenidos hasta el momento. Finalmente se mostrará qué, aunque el grupo se llama Mujeres en Ingeniería y el nombre puede parecer excluyente, se tiene la participación y el interés de estudiantes y profesores hombres, de conocer, aprender y aportar en las temáticas manejadas al interior del grupo.