Innovative Spaces with Advanced Technologies such as Research Activity Simulators for Engineering Education

Innovative learning spaces represent a pioneering educational environment engineered to investigate and exhibit varied pedagogical practices through the application of advanced technologies and versatile classroom configurations. Since its objective is to prepare students for future complexities by incorporating interactive digital tools, promoting cooperation, and facilitating active learning experiences, Science, Technology, Engineering, Arts, and Mathematics workshops are essential in actively involving undergraduate students in research activities. On the other hand, wearable biosensors are making a substantial impact in education, acting as valuable resources for educators and useful tools for students. For instance, bio-metric signals have the potential to optimize academic practices, providing valuable insights into the teaching-learning process. In this context, it is vital for engineering students to acquire the skills and knowledge necessary for the cognitive process of collecting, processing, and modeling data using various wearable sensor technologies. This work presents a case study on project-based learning in engineering education, focusing on a biomechanical analysis project. The project involves analyzing a dancer's performance of improvisations expressing joy or sadness, with the presence of an immersive space. This activity enhances students' understanding of experimental design, signal processing tasks, angular acceleration in joint per participant, and environment-dependent accelerations, while also exploring the user experience of biosensors as a brain-computer interface for electroencephalogram signal monitoring, a medical-grade wearable device that provides real-time physiological data acquisition and streaming, and a camera for tracking joint movements during dance improvisation. In this evaluation, two sets of engineering students were taken into account: a group that attended the course in a traditional classroom setting, and another group that participated in an innovative space. The results suggest that innovative learning environments and medical-grade instruments can positively impact student engagement and understanding of advanced concepts in neuroengineering. Both groups shared positive feedback on the learning experience and expressed their willingness to recommend the course to others.