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Cited by 6Problem and Project Based LearningEngineering Education and Curriculum DevelopmentEngineering Education and Pedagogy

Development of Teamwork Skills Using ICTs in Undergraduate Students of Food Industry Engineering Degree

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Andrés, Ana Isabel, Petrón, María Jesús, Carrapiso, Ana Isabel, Morales, Sara, Timón, María Luisa·2023·International Journal of Engineering Pedagogy (iJEP)
DOI 10.3991/ijep.v13i4.36971
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Abstract

The development of soft skills is considered vitally important for the professionals in the Food Industry Engineering field. Employers in the food industry seek graduates who are prepared for work and possess strong teamwork skills. One effective strategy for students to practice and enhance their teamwork skills is through team-based assignments. In this study, three different team-based tasks were assigned to students in the three Food Industry Engineering courses. These tasks included the preparation of a Kahoot! questionnaire, a video presentation, and a traditional written report, all related to specific topics covered in the courses. The teamwork skills of the students were evaluated using VALUE rubrics. The acceptability of these three learning methodologies was also measured. The results indicated that the use of Kahoot! and student video presentations resulted in higher teamwork scores compared to the traditional methodology (P<0.05). No significant differences were found between the uses of Kahoot! and video presentation in any of the courses (P>0.05). The level of student satisfaction, regarding the general acceptance of Kahoot! and video presentation tools, as well as the acquisition of teamwork skills, was very positive. These findings undoubtedly encourage faculty to incorporate these new teaching methodologies in Food Industry Engineering courses.

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  • Sustained initiatives demonstrate deeper benefits, affirming arguments that longer-term enculturation experiences most profoundly build adaptive capacities.

    “Sustained initiatives demonstrate deeper benefits, affirming arguments that longer-term enculturation experiences most profoundly build adaptive capacities29.”

    From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [29]

    The Conclusions and Future Work section says further research is required to validate long-term learning benefits, rather than reporting that sustained initiatives have demonstrated deeper benefits. The paper reports higher teamwork scores for particular ICT-based tasks, but does not establish that longer-term enculturation builds adaptive capacities; page numbers were not provided in our copy. (LLM, conf=0.80)

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Research works printed but not linked: 6

  1. E. Vázquez-Cano, "El reto de la formación docente para el uso de dispositivos digitales móviles en la educación superior," Perspectiva Educacional, Formación de Profesores, vol. 54, no. 1, pp. 149-162, 2015. https://www.redalyc.org/pdf/3333/333333042010.pdf
  2. V. Esteve-González, B. Vaca, and N. Samaniego, "Making 3D objects in virtual learning environments," In Teaching and Learning in Digital Worlds: Strategies and Issues in Higher Education, 1st edition, Gisbert & Bullen, Eds. Publicacions Universitat Rovira i Virgili, 2015, pp. 129-136.
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  4. J. Mateo and D. Vlachopoulos, "Evaluación en la universidad en el contexto de un nuevo paradigma para la educación superior," Educación XXI: Revista de la Facultad de Educación, vol. 16, no. 2, pp. 183-207, 2013. https://www.redalyc.org/pdf/706/70626451010.pdf
  5. T.L. Rhodes, "Assessing Outcomes and Improving Achievement," Association of American Colleges and Universities (AAC&U), vol. 1, no. 20, pp. 1-3, 2010.
  6. T.L. Rhodes and A. Finley, "Using the VALUE Rubrics for Improvement of Learning and Authentic Assessment," Association of American Colleges and Universities (AAC&U), Washington, WA, USA, pp. 1-42, 2013; ISBN 9780989097208.

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Authors
Andrés, A. I., Petrón, M. J., Carrapiso, A. I., Morales, S., & Timón, M. L.
Affiliations
Universidad de Extremadura (ES)
Corresponding author
  • Petrón, María Jesús
  • Carrapiso, Ana Isabel
  • Morales, Sara
ORCID
Venue
International Journal of Engineering Pedagogy (iJEP)
Publisher
International Association of Online Engineering (IAOE)
Published
2023-06-13
Volume
13
Issue
4
Pages
66-78
ISSN
2192-4880 (ISSN-L)
DOI
10.3991/ijep.v13i4.36971
OpenAlex
W4380629463
Cited by
6
References
35
Citations by year
2026: 1 · 2025: 3 · 2024: 2
FWCI
4.45
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Engineering Pedagogy (iJEP) (publishedVersion, cc-by)
  • Institutional Repository University of Extremadura (University of Extremadura) (submittedVersion, other-oa)
Funders
Universidad de Extremadura
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Physical Sciences › Engineering › Media Technology › Engineering Education and Curriculum Development
  • Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
Keywords
teamwork skills, soft skills, Kahoot, VALUE rubrics, student satisfaction, ICT in teaching, undergraduate engineering education

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