# Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education
## 3 Results
### Analysis of the Results Obtained  
This work allowed for the gathering of evidence on implementing Industry 4.0 technologies in the training of engineering students. This implementation integrates agile Scrum methodologies and Industry 4.0 technologies in the context of real projects linked to the industry. The methodology selected to implement the abovementioned was through industrial challenges proposed to students taking various engineering courses in the last terms of different engineering programs. In particular, to evaluate the penetration of technologies 4.0 in the engineering students' training, the chosen challenges were designed in such a way that students could solve them through 4.0 technologies (those widely described in this article) or 3.0 technologies (personal computers, conventional Internet, and, in general, any technology commonly used before the advent of Industry 4.0). Under this freedom of selection, the present research has allowed for assessing how many students segmented by gender finally chose 4.0 technologies. This evaluation was carried out in parallel with three engineering programs: Industrial Engineering (IndEng),  
Figure 5: **(a,b) Mining student working on developing a predictive model to determine the viscosity of complex brines for the lithium industry mining using Python; (c) output of the prediction model developed (red dots represent the experimental data, green lines represent the current model prediction, and blue lines represent the deep learning model prediction). **  
Civil Engineering (CivEng), and Mining Engineering (MinEng). It should be noted that, in the case of Civil Engineering students, they had the opportunity to participate in a pilot experience during the term immediately preceding this activity, which is why they had more experience than the students from the other two programs. All this information is summarized in Table 1 on the use and non-use of Industry 4.0 technologies. Table 1 shows the results separated by gender for each of the three selected engineering programs concerning the use and non-use of Industry 4.0 technologies. In the case of Industrial Engineering (IndEng), 68% of the total number of projects used 4.0 technologies. In Civil Engineering (CivEng), 85% of the total projects incorporated 4.0 technologies. In the case of Mining Engineering (MinEng), 80% of the total number of projects used 4.0 technologies. It is interesting to note that, in the case of Civil Engineering (CivEng) students who, as mentioned, had previous experience participating in a pilot application of 4.0 technologies, the percentage of students interested in Industry 4.0 technologies did not reach 100%, as might have been assumed. This finding could indicate that, despite how disruptive 4.0 technologies may seem, some students, even with previous experience in this type of technology, continue to choose less advanced technologies (3.0), such as personal computers and conventional Internet use (e.g., without AI tools or others). Another aspect to be evaluated in this research was the type of technology used by the students. Now, it is necessary to specify that the students had less freedom in selecting this technology since the technology used was directly related to the type of challenge. This information on the technology used is summarized in Table 2, which is then explained. It is relevant to note that Table 2 only shows the three technologies with the highest preferences by students (AI, IoT, and Robotics). As previously mentioned, Table 2 shows the results separated by gender for the three selected engineering courses about the type of Industry 4.0 technology used. This information comes from students who did use 4.0 technologies (Table 1). In Industrial Engineering (IndEng), there is a greater tendency for men and women to use IoT, with 60%, compared to 40% for AI.