Learning scenarios with artificial intelligence in engineering courses

Abstract

The diversity in students' knowledge levels, the increasing use of technology in the classroom, and maintaining interest in the learning topic pose challenges that require new strategies in the teaching and learning process. Therefore, teachers must train to adapt to changing times, where the teacher's role is that of a guide/facilitator and the student is the protagonist of the educational process, actively participating in educational activities and contributing knowledge through the development of innovative projects. There are key tools for integrating digital tools and Artificial Intelligence (AI):

1. Establish clear goals, that is, ensure that each activity has a defined purpose aligned with the educational objectives.
2. Include guiding questions that guide students toward deep and meaningful
3. Promote critical interpretation, designing activities in which the AI results are only the starting point for a broader and more contextual analysis.

This paper shows how to implement a teaching methodology for teaching mathematics, supported by digital tools and AI. It was initially established that the exact sciences are the foundation for engineering studies, so it is important to master the basic mathematical tools that allow for understanding, through mathematical models, the relationship between variables and physical quantities in a physical, chemical, administrative, electrical, and any other engineering branch.

The difficulty in learning these areas impacts completion efficiency and the development of highly competitive professionals. To develop the methodology, a didactic approach was implemented, based on Problem-Based Learning (PBL) combined with Flipped Learning (FL), based on Constructivism, Autonomous Learning, Experiential Learning Theory, and Andragogy. This teaching strategy enabled students in the Computer Systems Engineering program to understand the importance of Vector Calculus in their professional training. They completed activities that included software development to solve problems posed during the course, putting their programming skills into practice, and emphasizing the importance of the reality-abstraction-reality cycle.