Abstract:

This study investigates the effectiveness of the Face-to-Face Over Driver instructional model in fostering student engagement and supporting the development of the Digital Culture competency within high-specialization engineering programs. Designed to move beyond theory-driven instruction, the model integrates direct instructor accompaniment to guide students through complex digital and industrial environments. The research was conducted with students enrolled in Cyber-Physical Systems, Mechatronics, and Robotics programs at Tecnológico de Monterrey. Participants completed a five-session instructional sequence that combined guided simulations, collaborative robotics, and progressively autonomous design tasks. Student engagement was evaluated through pre- and post-intervention measurements across four dimensions: Vigor, Dedication, Absorption, and overall Engagement. The results demonstrated consistent increases across all dimensions, suggesting that the instructional model effectively sustains motivation and mitigates frustration during demanding simulation-based activities. Overall, the findings support the Face-to-Face Over Driver model as a viable pedagogical approach for bridging simulation and real-world implementation in advanced engineering education.

Keywords:

Digital, culture, engagement, simulation, robotics, blended, learning.