Experiential Learning in Biomedical Engineering Education Using Wearable Devices: A Case Study in a Biomedical Signals and Systems Analysis Course

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Abstract

Biomedical engineering (BME) is one of the fastest-growing engineering fields worldwide. BME professionals are extensively employed in the health technology and healthcare industries. Hence, their education must prepare them to face the challenge of a rapidly evolving technological environment. Biomedical signals and systems analysis is essential to BME undergraduate education. Unfortunately, students often underestimate the importance of their courses as they do not perceive these courses’ practical applications in their future professional practice. In this study, we propose using blended learning spaces to develop new learning experiences in the context of a biomedical signals and systems analysis course to enhance students’ motivation and interest and the relevance of the materials learned. We created a learning experience based on wearable devices and cloud-based collaborative development environments such that the students turned daily-life scenarios into experiential learning spaces. Overall, our results suggest a positive impact on the students’ perceptions of their learning experience concerning relevance, motivation, and interest. Namely, the evidence shows a reduction in the variability of such perceptions. However, further research must confirm this potential impact. This confirmation is required given the monetary and time investment this pedagogical approach would require if it were to be implemented at a larger scale.
Original languageEnglish
Article number598
Number of pages21
JournalEducation Sciences
Volume9
Issue number12
DOIs
Publication statusPublished - 2 Sep 2022

Bibliographical note

© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Funding Information:
This research was funded by NOVUS, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, grant number N20-166. The APC was funded by the Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico.

Keywords

  • biomedical engineering; engineering education; experiential learning; wearable technology; wearable devices; higher education; educational innovation
  • engineering education
  • experiental learning
  • wearable technology
  • wearable devices
  • higher education
  • educational innovation

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