<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000100070</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n1.2593</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Enhancing challenge-based learning with ChatGPT and product design methodologies]]></article-title>
<article-title xml:lang="es"><![CDATA[Mejorando el aprendizaje basado en retos con ChatGPT y metodologías de diseño de productos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-García]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loreto-Gomez]]></surname>
<given-names><![CDATA[Gerardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Arce]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico Nacional de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>70</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000100070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000100070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000100070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study assessed the effectiveness of incorporating product design tools and ChatGPT into a challenge-based learning task, specifically a robotics challenge within a Mechanisms course for mechatronics students. The objective was to design and build a mobile robot mechanism capable of removing a flag from another robot. Students were divided into a control group and an experimental group, with both utilizing tools such as the House of Quality, Function Block Diagram, and Failure Mode and Effects Analysis (FMEA), with ChatGPT providing additional support. The methodology included instruction on the tools and their integration with ChatGPT. Results indicated that the experimental group outperformed the control group in task fulfillment, repeatability, and originality criteria. These findings suggest that combining traditional product design tools with AI tools like ChatGPT can enhance the ideation process and improve project outcomes. The potential for future research to explore and incorporate additional design methodologies is promising and could further validate these results]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio evaluó la efectividad de incorporar herramientas de diseño de productos y ChatGPT en una tarea de aprendizaje basada en retos, en este caso, la construcción de un robot como parte de un curso de Mecanismos para estudiantes de mecatrónica. El objetivo era diseñar y construir un mecanismo de robot móvil capaz de quitar una bandera de otro robot. Los estudiantes se dividieron en un grupo de control y un grupo experimental, utilizando herramientas como Casa de la Calidad, Diagrama de Bloques Funcionales y Análisis de Modos y Efectos de Falla (AMEF) en combinación con ChatGPT como herramienta de apoyo académico. La metodología implicó instrucción sobre las herramientas y su integración con ChatGPT. Los resultados indicaron que el grupo experimental superó al grupo de control en cumplimiento de tareas, repetibilidad y criterios de originalidad. Además, los resultados muestran que la combinación de herramientas de diseño de productos tradicionales con herramienta de IA, como ChatGPT, mejoran el proceso de ideación y perfeccionan los resultados del proyecto.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Challenge-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[ChatGPT]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[technology integration in education]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje basado en retos]]></kwd>
<kwd lng="es"><![CDATA[ChatGPT]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[integración de tecnologías en la educación]]></kwd>
</kwd-group>
</article-meta>
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