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<p>This study explores an innovative approach to teaching geometric road design in civil engineering education through STEM-based methodologies. Two groups of sixth-semester students at the Universidad Técnica Particular de Loja participated in distinct projects: one creating physical prototypes and the other developing board games, both centered on road design concepts. The research employed active learning strategies, including challenge-based and group-based learning, to enhance student engagement and comprehension. Data were collected through surveys, which assessed soft skills development and subject knowledge improvement. Results indicate significant enhancements in creativity, communication, critical thinking, and problem-solving skills across both groups. Students reported increased understanding of geometric road design principles, with notable advancements towards advanced knowledge levels after the project. The study also revealed gender differences in project satisfaction and explored team dynamics. Feedback from students highlighted the value of practical application, creativity, and teamwork, while also identifying areas for improvement, such as time management and resource allocation. This research contributes to the growing body of evidence supporting innovative, hands-on approaches in engineering education, particularly in the field of geometric road design.</p>

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Enhancing civil engineering education through innovative STEM-based prototyping: a comparative study of physical models and board games in geometric road design

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月19日

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  • Yasmany García-Ramírez

摘要

This study explores an innovative approach to teaching geometric road design in civil engineering education through STEM-based methodologies. Two groups of sixth-semester students at the Universidad Técnica Particular de Loja participated in distinct projects: one creating physical prototypes and the other developing board games, both centered on road design concepts. The research employed active learning strategies, including challenge-based and group-based learning, to enhance student engagement and comprehension. Data were collected through surveys, which assessed soft skills development and subject knowledge improvement. Results indicate significant enhancements in creativity, communication, critical thinking, and problem-solving skills across both groups. Students reported increased understanding of geometric road design principles, with notable advancements towards advanced knowledge levels after the project. The study also revealed gender differences in project satisfaction and explored team dynamics. Feedback from students highlighted the value of practical application, creativity, and teamwork, while also identifying areas for improvement, such as time management and resource allocation. This research contributes to the growing body of evidence supporting innovative, hands-on approaches in engineering education, particularly in the field of geometric road design.