Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 24th Aug 2026, 05:31:41am America, Santiago
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Daily Overview |
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71B: E-Learning & EdTech Location: Room 02: Aconcagua | |
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8:00am - 8:12am
Learning Engineering by Building a Solar-Powered Autonomous Vehicle 1: Universidad de Las Américas, Chile; 2: Instituto Tecnológico de Monterrey; 3: Universidad Autónoma De Chile This study evaluates the impact of an ambitious project-based learning (PBL) experience implemented in a first-year engineering course, where students designed and built a hybrid semi-autonomous vehicle integrating Internet of Things (IoT) technologies and solar energy. Seventy-four students with no prior experience in programming, electronics, or renewable energy participated in an eight-week challenge involving obstacle avoidance, wireless control, and sustainable power management. A mixed-methods approach was applied using Likert-scale surveys and open-ended responses to assess technical learning, transversal competencies, motivation, creativity, and perceptions of curricular continuity. Results show very high interdisciplinary integration (97.3% agreement) and strong technical learning (88.3%), particularly in clean energy concepts (94.6%). Programming emerged simultaneously as the main learning outcome and the primary difficulty, reflecting a pattern of productive struggle consistent with the zone of proximal development. Significant positive correlations were observed between motivation, creativity, and students’ desire for the project to remain in the curriculum, supporting predictions from Self-Determination Theory. Despite challenges related to workload and scaffolding, most students recommended the project and expressed interest in continued participation. These findings demonstrate that technology-rich PBL can effectively foster learning, motivation, and sustainability awareness in novice engineering students. | |