Abstract:

The purpose of this project is to transform the teaching of Industrial Statistics in Engineering degree programs through the creation of an interactive and open digital environment. The general objective is to develop a web platform that integrates advanced simulation tools in order to go beyond a basic theoretical approach and connect statistical concepts directly with their technical application in the industrial sector. More specifically, the aim is for students from different disciplines (Computer Engineering, Civil Engineering, Electronics, and Chemical Engineering) to have access to a space where they can experiment with reliability and process control problems, understanding the critical role of statistics in professional technical decision-making based on data.

The project has been implemented in an academic context spanning multiple levels, including the Bachelor’s Degree in Statistics, several Engineering degree programs, and Master’s programs (Applied Statistics and Structures). The methodology involves approximately 800 students who use interactive applications developed in R Shiny within thematic modules on quality control and reliability. The pedagogical approach combines theoretical classes with project-based practical activities, in which students manipulate variables in real time and analyze real or simulated industrial data in order to draw technical conclusions. In addition, the educational impact of the proposal has been assessed from a qualitative perspective, taking into account classroom interactions, the degree of student participation, and the quality of the reasoning and explanations developed during the activities.

The effectiveness of the project has been validated through a comprehensive evaluation system that includes initial and final diagnostic questionnaires on knowledge and satisfaction, as well as automatic records of platform use. In this regard, the observations collected throughout the sessions reveal a notable increase in motivation, the ability to maintain attention, and the level of student engagement compared with more lecture-based methodologies. Likewise, classroom exchanges and discussions reflect a more intuitive assimilation of the concepts addressed. It is concluded that the use of Shiny simulators fosters student autonomy, consolidating a permanent virtual laboratory of great teaching value and high interdisciplinary transfer.

Keywords:

Interactive environment, engineering education, statistical simulation.