Augmented, Virtual and Immersive Reality as Learning Support in TEC21 Educational Model

Virtual, augmented, and immersive reality opens a world of possibilities in education by allowing students to recreate authentic situations, such as operating machinery, assembling a product, or training tool handling, to mention a few. In the TEC21 educational model, the core is the challenge: A project with a real-world challenge assigned by the training partner results in students offering solution proposals.The trigger that accelerated the development of virtual, augmented, and immersive reality activities in distance learning was COVID-19 confinement. During this, these technologies recreated the laboratory and its facilities' learning through augmented reality (AR) and virtual reality (VR) experiences.Using these technologies in the classroom allows students to achieve a great learning experience and develop skills for postgraduate studies and professional futures.Furthermore, now that we have returned to our physical facilities and laboratories, we can accelerate the learning obtained at the training partners' facilities, recreating processes and machinery through these immersive technologies and a hybrid experience for our students.The present research shows the activity learning design process and the statistical treatment of the data to provide continuous feedback during the activity;we examine the three transcendental variables in the educational process: The learning (academic rigor), the development of competencies, and the involvement or immersion of the students in the classroom. © 2023 IEEE.

Distance learning through simulators and virtual platforms for the teaching of industrial engineering within the Tec 21 educational model

This paper aims to improve the learning process of students of Engineering and Design on the Tecnologico de Monterrey through TEC VEP (Virtual Enterprise Planning), a virtual platform. In the Industrial Engineering and Design teamwork, we are using the play lab concepts to build academic activities with interactivity between the academic and the industry ecosystem using a virtual platform. The student performs a simulation from the home of the processes of a company that are parameterized by professors and training partners, in such a way that the student has an experience very close to reality through distance education. The design of this activity emulates an Enterprise Resource Planning (ERP) [1] system and facilitates students to design a company where the process and departments are fully linked. The simulation defines processes so that through real (VR) and augmented reality (AR) and 3D simulation the student can live the experience of working in a car assembly, the use of VR and AR in education will improve the learning process for students in the coronavirus edge. © 2021 ACM.