Evaluation of the Transversal Competence of Communication in Mechanical Engineering Students through an Interactive Classroom
DOI:
https://doi.org/10.5944/ribim.29.1.44499Keywords:
Transversal competences, effective communication, interactive classroom, teamwork collaboration, mechanical engineeringAbstract
The development of transversal competences, such as effective communication, is essential in the
training of mechanical engineers, who must collaborate and convey technical ideas clearly. This study presents a
proposal for evaluating these competences in undergraduate mechanical engineering students through the use of an interactive classroom. The interactive classroom designed for this experience includes five tablet-tables and three touch walls, enabling students to interact and collaborate in real-time. The tablet-tables allow students to engage in collaborative activities and access digital content, while the touch walls facilitate the visualization and manipulation of technical graphics, diagrams, plans, videos, and presentations. Additionally, the classroom is integrated with a cloud computing system, which enables centralized storage and management of all documentation.
This setup allows both students and instructors to access reference materials, projects, and evaluation results
at any time. The cloud system also supports remote collaboration, enabling students and instructors to work on
the same documents regardless of their location. To assess the development of communication competences,
students completed self-assessments focused on interactive resources, the cloud system, collaborative work, and
communication and digital skills. Results showed that 83.8% of students believed the tablet-tables and touch walls
improved their understanding of technical content, and 61.3% reported feeling comfortable using them. Access
to cloud materials was positively evaluated by 87.1%, highlighting its utility for file management. Regarding
teamwork, 75% rated collaboration positively, although motivation levels varied: 58.1% reported increased participation, while 9.7% noted a decrease. The ability to communicate technical ideas improved significantly (p =
0.048), but improvements in the design of visual presentations (p = 0.058) and knowledge of digital tools (p =
0.123) were not statistically significant. This approach has proven effective and easily replicable in other institutions
and disciplines. Implementing an interactive classroom not only enhances communication competences but
also fosters teamwork, technological adaptability, and efficient information management—qualities that are essential
in the professional field of mechanical engineering.
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