2. Universidad Cardenal Herrera-CEU

Our society is immersed in the Fourth Industrial Revolution due to the fast evolution of the new technologies that are modifying the labor market. In the near future, technologies related to Industry 4.0 will produce totally new goods and services. Therefore, the educational systems should adapt their programs to the future needs of an uncertain labor market. In particular, mathematics will play a key role in future jobs and there is a strong need to connect its teaching methodologies to the new technological scene. This work uses the STEAM approach (science, technology, engineering, arts and mathematics) along with active methodologies and educational robotics with the aim of developing a new strategy for the application of mathematics and physics in an engineering degree. In particular, a transportation challenge is posed to tackle the teaching–learning process of the Bézier curves and their applications in physics. A pilot project is developed using a LEGO EV3 robot and an active methodology, where students become the center of the learning process. The experimental results of the pilot study indicate an increase in the motivation due to the use of robots and the realistic context of the challenge.

The objective of our research is the implementation of STEAM (Science Technology Engineering Art Mathematics) learning in the bachelor of Engineering in industrial design and product development at CEU Cardenal Herrera University through the EXPLORIA project. This article implements and develops the proposal for the first year of this bachelor, which includes 24 students aged 18–20. This article focuses on how to integrate STEAM learning within the EXPLORIA project for the improvement in the learning of the physics subject, and in particular, regarding the part of the syllabus related to mechanical engineering through different projects, challenges and milestones that allow the student to see the use in the design and development of products. The EXPLORIA project connects the competencies of the different STEAM subjects included in the bachelor, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the fundamentals of design are based: shape, volume, color, space and structure. In particular, this article shows the adaptation made in the physical part to be able to teach the integrated mechanics part in this learning process. The complete learning was carried out through several challenges and two milestones the students had to overcome through the application of the physical knowledge learned in class. To validate the effectiveness of the proposed methodology, at the end of the paper, an ad hoc questionnaire is carried out showing the students’ assessment regarding the new teaching methodology.

The past state of alarm, due to the global pandemic by COVID-19, which forced people to remain confined in homes for 99 days, revealed the lack of necessary conditions in housing, and the forced alteration of inhabiting them. The experience Inhabiting the post-pandemic, learning from the experience lived at a personal and collective level, aims to add to the reflection on the future of housing. The initiative is materialized through a contest open to all architecture students in the Valencian Community and its transfer to the classroom as a vertical workshop in one of the universities participating in the initiative, relying on the contest tool as an inciter to debate and as learning methodology.

New pedagogical methodologies in the field of health sciences are a necessary and important tool for students in training. At the moment we are living an exceptional situation due to the "COVID" pandemic. This has forced us to implement new learning methodologies. In the present study we evaluated the acquisition of basic competences for the application of knowledge, communication and interpretation of relevant data to make judgements in practices in students of the health sciences degree who carried out theoretical lessons and online practices using new tools and methodologies in comparison with students who carried out lectures and practices prior to COVID. The participants in the study were n=441 nursing and dentistry students, who were divided into 2 study groups; master class Group, and Online Group. A questionnaire was carried out to assess the acquisition of knowledge and the degree of satisfaction. The results obtained showed a significant increase in the maximum number of questions answered correctly and a higher degree of satisfaction of the students in the online group. We can conclude that the implementation of online classes and the application of new educational innovation methodologies in internships show better results in the acquisition of knowledge.

Over the last years, mobile robot platforms are having a key role in education worldwide. Among others, LEGO Robots and MATLAB/Simulink are being used mainly in universities to improve the teaching experience. Most LEGO systems used in the literature are based on NXT, as the EV3 version is relatively recent. In contrast to the previous versions, the EV3 allows the development of real-time applications for teaching a wide variety of subjects as well as conducting research experiments. The goal of the research presented in this paper was to develop and validate a novel real-time educational platform based on the MATLAB/Simulink package and the LEGO EV3 brick for academic use in the fields of robotics and computer science. The proposed framework is tested here in different university teaching situations and several case studies are presented in the form of interactive projects developed by students. Without loss of generality, the platform is used for testing different robot path planning algorithms. Classical algorithms like rapidly-exploring random trees or artificial potential fields, developed by robotics researchers, are tested by bachelor students, since the code is freely available on the Internet. Furthermore, recent path planning algorithms developed by the authors are also tested in the platform with the aim of detecting the limits of its applicability. The restrictions and advantages of the proposed platform are discussed in order to enlighten future educational applications.

The COVID-19 pandemic and its social implications generate adverse psychological effects that affect success in education where educational methodologies are not ready to overcome the problem. This article presents the design and evaluation of a gamification activity, the Escape Room, applied to the subjects in Pharmacy and Nursing. The objective of using the Escape Room is to reduce the impact that COVID-19 has on students’ academic performance due to the psychological effects and the change in educational modality with which the vast majority of activities are carried out online. The Escape Room presented in this article is based on the search for a scientist who is fleeing with the COVID-19 vaccine around the world and the students have to find it by passing tests and missions related to mathematics. Due to the COVID measures imposed by the university, where double presentiality was imposed, the proposed Escape Room has the peculiarity of being designed in dual format, that is, allowing students to connect in face-to-face mode, online, or a mixture of both, depending on the maximum capacity of the classroom, the number of positive cases in the group, quarantines, etc. As a result, a great impact is shown on the initial perception of students towards mathematics and a null impact of the COVID-19 effect on the academic performance of students.

The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

This work shows how the use of immersive visualization techniques can influence the creative process, improving the projected ideas and making the analysis of the products and spaces designed easier. The innovative process of the course "Advanced Visualizations. Virtual reality applied to the design of products" taught in the Master's Degree in Design Engineering, ETSID-UPV, where the students think, design and experiment with three-dimensional models visualized on twodimensional media, models and immersive virtual prototypes. The work is shown from the motivation, the surprise and the approach to the most tangible reality and a set of actions derived from that approach that allows the student to see his project come real. The evolution of technology and its implementation at the university allows, to improve teaching with tools that are already available to students, making the teaching experience the maximum approach to the career that will soon come to them. / El trabajo muestra cómo el empleo de técnicas de visualización inmersiva influyen en el proceso creativo, mejorando las ideas proyectadas y facilitando un análisis de los productos y espacios ideados. Se plasma el proceso innovador de la asignatura “Visualizaciones avanzadas. Realidad virtual aplicada al diseño de productos” impartida en el Máster Universitario de Ingeniería del Diseño, de la ETSID-UPV, en donde el alumnado idea, diseña y experimenta con modelos tridimensionales, visualizados en soportes bidimensionales y maquetas y prototipos virtuales inmersivos. Se muestra el trabajo desde la motivación, la sorpresa, la aproximación a la realidad más tangible y un conjunto de acciones derivadas de esa aproximación que posibilita al estudiante ver su proyecto hecho realidad. La evolución de la tecnología y su implementación en la universidad permite, a su vez, implementar la docencia con herramientas que ya están al alcance del alumnado, convirtiendo la experiencia docente en la máxima aproximación a la realidad laboral que en breve les espera.

Virtual reality has become a tool that opens up the possibilities of technology beyond its use for video games. Immersion in the real context in which events take place allows the ability of this technology to be extrapolated to the world of education to improve learning and adapt it to the demand of new generations. VR allows to locate the user within a virtual scenario that reproduces the corresponding learning environment. Through this project we seek to make available to students the practical content of the undergraduate subjects and vocational training modules, so that they can have it permanently without the need for face-to-face or a fixed schedule. The flexibility and ease of access to these contents also allows that for reasons of any kind (labor, personal, etc.) can track the practices without difficulties. The project includes both training cycle degrees (Dental Hygiene and Audiovisual Projects) and degree (Odontology and Architecture), showing the versatility and extension to the different sectors to which the use of this teaching methodology can reach. / La realidad virtual se ha convertido en una herramienta que abre las posibilidades de la tecnología más allá de su uso para videojuegos. La inmersión en el contexto real en el que se desarrollan los acontecimientos permite extrapolar la capacidad de esa tecnología al mundo de la educación para mejorar el aprendizaje y adaptarlo a la demanda de las nuevas generaciones. La RV permite ubicar al propio usuario dentro de un escenario virtual que reproduce el entorno de aprendizaje correspondiente. Mediante este proyecto perseguimos poner a disposición de los alumnos el contenido práctico de las asignaturas de grado y los módulos de formación profesional, de manera que puedan disponer de él permanentemente sin necesidad de presencialidad ni de un horario fijo. La flexibilidad y facilidad de acceso a estos contenidos permite, además, que por motivos de cualquier índole (laborales, personales, etc.) puedan realizar el seguimiento de las prácticas sin ningún tipo de impedimento. El proyecto engloba tanto a titulaciones de ciclo formativo (Higiene Bucodental y Realización de Proyectos Audiovisuales y Espectáculos) como de grado (Odontología y Arquitectura), mostrando la versatilidad y la extensión a los diferentes sectores a los que puede llegar la utilización de esta metodología docente.

New pedagogical methodologies in the health sciences area could be necessary for trainees. Flipped Classroom or inverted classroom (FC) is a tool that offers greater autonomy for the student, as well as better knowledge assimilation. The main objective of this study was the achievement of basic skills for the application of knowledge, communication, and interpretation of relevant data to make judgments for health sciences students. The number of students participating in the study was 1103 (n=1103), all of them from different degrees such as dentistry, pharmacy, and nursing. Students were distributed in 2 study groups: Group A, application of masterclass methodologies (M), and Group B, Flipped Classroom (FC) or inverted classroom method. At the end of the practical sessions, a test was used to evaluate the students' knowledge acquisition and their degree of satisfaction with the teaching methodology. The obtained results showed a significant increase in the maximum number of correctly-answered questions and a greater degree of satisfaction from those students who attended the practical lessons taught using the FC method. As a conclusion, the application of the FC method in health sciences leads to better results in the acquisition of the course competencies than the masterclass methodologies. / La introducción de nuevas metodologías pedagógicas en el ámbito de ciencias de la salud es una herramienta necesaria para los alumnos en formación. Flipped Classroom o aula invertida (FC) es una herramienta que proporciona una mayor autonomía para el alumno, así como una mayor asimilación de conocimientos. El objetivo principal del estudio fue la adquisición de competencias básicas de aplicación de conocimientos, comunicación e interpretación de datos relevantes para emitir juicios en estudiantes de ciencias de la salud. Los participantes en el estudio fueron n=1103 estudiantes de odontología, farmacia y enfermería, los cuales se dividieron en 2 grupos de estudio; Grupo A, aplicación de metodologías de clases magistrales (M) y Grupo B aplicación aula invertida “Flipped Classroom” (FC). Al final de las prácticas se realizó un cuestionario para la evaluación de la adquisición de conocimientos y el grado de satisfacción. Los resultados obtenidos demostraron un aumento significativo en el máximo número de preguntas correctamente contestadas (FC) y un mayor grado de satisfacción de los alumnos que realizaron las prácticas mediante FC. Como conlusión podríamos indicar que la aplicación de FC en ciencias de la salud presenta mejores resultados en la adquisición de conocimientos que las metodologías didácticas magistrales.