## 2 Literature Review: Context and Theoretical Framework
### Education Based on Skills Development and Tec 21 Model  
Skill Based Education (SBE) development has been promoted as a new Higher Education trend for over two decades. In the author's institution, Education based on skills development (also known as competency-based learning) evolved during that time first with the implementation of didactic techniques such as Problem-Based Learning (PBL), Project-Oriented Learning (POL), and Research-Based Learning (RBL) [31]. In 2019, Tecnologico de Monterrey rolled out a new vision of Higher Education through the so-called Tec 21 Educative Model, wholly based on skills development [32]. Under this model, academic content is delivered through punctual formative units that apply knowledge to realistic scenarios through \"Situation Problems\". Core content courses are delivered through learning blocks, integrated courses offered by teachers covering the same contents with a multidisciplinary approach. Furthermore, for Freshman and Sophomore students, coursesare grouped in \"pathways\" of related programs. Thus, for the Computer Science pathway, the Physics courses are delivered by three teachers who teach Mathematics, Computational Sciences, and Physics courses. Nevertheless, all content focuses on applied physics, in this case, centered on computer physics simulations. The applied knowledge is delivered through a Challenge, an activity where students must solve a real-world type of problem. This course covers Kinematics, Dynamics, Thermodynamics, and Electromagnetism during the Freshman year, and it is divided into four sequential five-week courses.  
This work examines the first course offered to students entering their university studies under this educational model. Note that the Tec 21 model began to be offered in August 2019, so there are few intersections with previous periods for comparison. The author also taught this course in the Fall of 2019 only under a face-to-face scheme before the current implementation.  
For Computer Science students who will be future computer professionals doing simulations, data scientists, and those pursuing robotics, the teaching of Physics under the Tec 21 Model is developed utilizing computer simulations of physical phenomena, as recommended by [33]. This study reports on the learning block called \"Computer Modeling of Motion\". While learning traditional physics skills, the students tackled a challenge that was a five-week project focused on numerical dynamics and kinematics simulation.  
In this block, there were three four-week classes each week. Three teachers delivered the block: two teachers scaffolding the Math and Computational Science contents (this content is independent of other courses in calculus and computation), and a teacher of the Physics content (covering one half of the course time). Along with the Computation section (which has brief, relevant contents related to programming structures), the Challenge section was delivered. It was designed and structured to give direct advice to students in the challenge development.  
Such DFM content should be offered clearly and usefully to impact the quality challenge, considering it as the block's central element. Some authors have developed an interest in the practical relation of theoretical knowledge applied to a real-world challenge [34]. In the current report, the research's main objective was to contribute to Education by assessing the emergency implementation of a DFM course with a skills-based orientation. In the next section, the objectives of the current report are stated. More about the teaching model for the block and the DFM are discussed after the Materials and Methods section.