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All Journal Emerging Science Journal
Guaya, Diana E.
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Environmental Science

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Innovative Chemical Engineering Education: Social Media-Enhanced Project-Based Learning Approaches Guaya, Diana E.; Jaramillo-Fierro, Ximena V.; Meneses, Miguel A.; Valarezo, Eduardo
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-021

Abstract

This study investigates the integration of social media platforms, specifically YouTube and TikTok, as educational tools in Project-Based Learning (PBL) within chemical engineering courses, with a particularly focus on Unit Operations. The research involved seventy-eight students from the Universidad Técnica Particular de Loja across two consecutive semesters (April-August 2022 and October 2022-February 2023). Students were tasked with creating educational videos to communicate complex engineering concepts. YouTube was utilized for longer, detailed explanations, while TikTok was employed for short, engaging content. The results demonstrate the effectiveness of this method in enhancing student engagement and comprehension of both theoretical and practical concepts. Instructors observed substantial improvements in student creativity and digital literacy. Quantitative data, such as average course scores, and qualitative feedback from instructors highlight both the strengths and challenges of leveraging social media as a learning tool. A project evaluation rubric was developed to assess performance across several dimensions, including content mastery, practical application, creativity, and engagement. The study concludes that the combination of PBL with social media platforms creates a dynamic, interactive learning environment that cultivates essential skills for future engineers. However, it also identifies areas for refinement, particularly in terms of effective communication through digital media formats. Doi: 10.28991/ESJ-2024-SIED1-021 Full Text: PDF
Project-Based Learning With TikTok: A Digital Strategy for OHS Regulatory Training Lluguay-Quisipillo, Danny Javier; Guaya, Diana E.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-017

Abstract

This study examines the pedagogical integration of TikTok within a Project-Based Learning (PBL) framework to enhance the teaching and internalization of Occupational Health and Safety (OHS) regulations in higher education, specifically Executive Decree 255. The primary aim was to evaluate the effectiveness of student-created TikTok videos in fostering active learning, regulatory comprehension, and the development of key academic and professional competencies. Seventy-three undergraduate students from the Practicum III course in the OHS program at Universidad Técnica Particular de Loja participated in the initiative. The structured methodology comprised five phases: topic assignment, digital training, guided video production, public dissemination, and multidimensional evaluation. Student outcomes were assessed through rubric-based evaluation, TikTok engagement analytics, and a validated satisfaction questionnaire addressing eight pedagogical constructs (Cronbach’s α=0.989; KMO=0.934). Results indicate enhanced conceptual understanding, increased motivation, and the strengthening of transversal competencies such as digital communication and learner autonomy. The novelty of this approach lies in the purposeful use of a widely adopted social media platform as both a pedagogical tool and a dissemination medium, offering a replicable model for other STEM disciplines that require the translation of complex regulatory or technical content into engaging and accessible formats.
Co-Authors Jaramillo-Fierro, Ximena V. Lluguay-Quisipillo, Danny Javier Meneses, Miguel A. Valarezo, Eduardo