International Journal on Interactive Design and Manufacturing (IJIDeM)

https://doi.org/10.1007/s12008-020-00674-9

ORIGINAL PAPER

Educational experiences with Generation Z

Marcela Hernandez‑de‑Menendez1 · Carlos A. Escobar Díaz2 · Ruben Morales‑Menendez1 

Received: 4 December 2019 / Accepted: 23 July 2020

© Springer-Verlag France SAS, part of Springer Nature 2020

Abstract
The development of the “knowledge society” implies social transformation in which citizens need not only knowledge but
also new skills and competencies, some unpredictable, to face new situations. Students of Generation Z are authentic digital
natives who are a hyper cognitive generation with different student profiles than before. They are creating pressures for
change, and there is a growing competition of universities for global human talent and demand for qualified graduates to do
jobs that do not yet exist. Even the very development of technology, which is available to many, has motivated world-class
universities to develop innovative programs and new ideas to accelerate and improve the teaching and learning process for
knowledge and competencies. One of the most important actions to achieve this is the investment in technological resources
to offer new ways of teaching and learning. Technology adds value to the teaching and learning experience, which students
exploit widely to improve or accelerate the academic process, but technology can certainly also promote or develop additional
skills and competencies. In this research, we present a review of educational technology with examples of current applica-
tions performed by different educational institutions. Also, students of Generation Z relationship and preferences regarding
educational technologies are presented. Besides, emerging technologies that are being exploited by this Generation Z of
students in Higher Education Institutions are identified and analyzed. This research presents the experiences of several suc-
cessful and innovative cases regarding teaching students of Generation Z.

Keywords  Educational innovation · Generation Z · Emerging technologies · Teaching/learning experiences

1 Introduction development of skills and competencies too. Table 1 sum-

Universities are transforming (re-inventing) themselves to
adapt to the changes that are happening worldwide, such
as the development of advanced information technologies,
which are available to many people, the different profiles of
students (i.e., millennials, centennials, etc.), and the demand
for skilled graduates for jobs that do not exist yet. World-
class universities are developing innovative programs and
new ideas to accelerate/improve the teaching and learning
process. Also, they are investing in emerging technologi-
cal resources to offer new tools and ideas, but certainly the
* Ruben Morales‑Menendez
rmm@tec.mx
1
School of Engineering and Sciences, Tecnologico de
Monterrey, Ave. E. Garza Sada 2501, 64489 Monterrey, NL,
Mexico
2
General Motors, Global Research and Development, Warren,
MI, USA
marizes the acronyms used in this document.
In this context, technology is a medium used to add
value to the teaching and learning experiences to improve
the academic process and promote/develop some competen-
cies. Technology has shaped education in various ways; for
example, the development of new and innovative programs,
innovative research and teaching strategies, and different
forms of collaboration [1].
The use of technology in education has great potential.
Apps can be used to manipulate variables and formulas
more rapidly and efficiently, simulations (3D video, aug-
mented reality) can help abstract concepts be understood
better, digital probes and motion sensors can collect data
effectively to make analyses, and virtual laboratories pro-
vide access to students to facilitate the performance of
experiments [2]. Some universities use virtual reality tech-
nology to provide health-science students with some ways
to practice anatomy procedures while learning concepts.
The Anatomage Virtual Dissection Table provides life-
sized parts of the body in which learners can dissect and

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Table 1  Acronym definitions
Acronyms Description
AI Artificial intelligence
AL Active learning
AR Augmented reality
GenX Generation X
GenY Generation Y
GenZ Generation Z
HEI Higher Education Institution
Tec Tecnológico de Monterrey
VR Virtual reality
3D 3 Dimension
then analyze the tissue structures [3]. 3D printing is used
in universities as a tool in some Project-Based-Learning
courses. With this technology, exoskeletons, rockets,
models of cars, bridges, biomedical devices, and robots,
to name a few, are created as visual aids to facilitate the
understanding of concepts and receive almost instant feed-
back [4]. Many universities have developed great projects
to respond to the needed changes. One of the universities
is the Tecnologico de Monterrey (Tec), which has been
implementing an innovative educative model named Tec21
that embraces emerging, advanced technology as one of
its main drivers, also the development of EduTools [5], a
webpage in which professors can find proven educational
technologies that they can incorporate in their classes. The
technologies are classified by
1. Discipline Agriculture and food, architecture, social sci-
ences and humanities, communication and journalism,
law, design and art, engineering and science, business
administration, health, information technology, and elec-
tronics;
2. Functionality Analyze, apply, collaborate, know, create,
evaluate, memorize, present;
3. Type of technology Apps, Learning Management Sys-
tems, platforms, software, and
4. Compatibility Android, Apple watch OS, iOS, Mac OS,
Windows, and other.
A great benefit of this website is the posting of experi-
ences and recommendations that teachers and facilitators
share regarding the use of various technologies in different
courses and/or academic projects or educational research.
The Tec Mostla start a (physical and virtual) space in which
emerging technologies are available for the academic com-
munity; the goal is that professors and students know, inter-
act, and learn the different advanced technology so they can
experiment and use these in classes or to develop projects
[6].
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International Journal on Interactive Design and Manufacturing (IJIDeM)
In 2018, the Negotiation Techniques and International
Marketing course was taught using Virtual Reality. Students
from three different campuses applied the techniques learned
in class using this technology [7]. Another example of the
use of cutting-edge technology to transform the curricula
is the projection of a teacher hologram who gave classes.
A full-body projection of the teacher was presented to
approximately 160 students from different cities. Professors
combined videoconference technology (Skype), a telepres-
ence robot (Avatar Professor), and holographic projection
for imparting different topics. The goal was to augment
the presence of the professor during the courses. Students
thought the classes were more interesting because of the
used technologies [8].
A group of researchers developed a Virtual Reality Labo-
ratory platform consisting of Virtual Reality machines that
enabled students to work with virtual models connected to
real manufacturing equipment. Various courses for students
of engineering have incorporated the use of the lab, includ-
ing Industrial Networks, Industrial Network Projects, and
Integrated Manufacturing Systems. The laboratory allows
students to comprehend concepts better because they can
analyze the behavior of actuators and sensors profoundly and
then program an automation sequence where they apply the
knowledge acquired [9].
Although technology has proven to offer important ben-
efits to education, such as the development of valuable com-
petencies and the increase in student attendance and satisfac-
tion, a variety of challenges must be overcome. High costs,
teachers’ reluctance to change, the distraction of students,
and the higher probability of cheating and plagiarism are
some issues needing consideration [1]. Teachers are cen-
tral to the correct adoption of educational technology. Their
commitment and engagement to it must be developed. Some
strategies that organizations can deploy to engage their pro-
fessors include: (1) Involve the professors in planning the
process of implementing a technology from the beginning;
(2) Train the professors how to use the technology oppor-
tunely, and (3) Assign a physical place in which the acade-
micians can go, resolve questions, and find support regarding
the use of the technology being considered [10]. Addition-
ally, conferences, workshops, competitions, etc. about edu-
cational innovation work as a catalysts for motivation.
Identifying the key features of the students taking into
account the evolution of technology is very important in
terms of expectations in education. An option is grouping
people to make generalizations, as a result, generations are
created; these are “identifiable groups that share birth years,
age location, and significant life events at critical develop-
mental stages” [11]. A theory of generations based on the
idea that people within a generational group (cohort) are
bonded by experiences, events, etc. was established, [12].
People of similar ages are shaped by historical events/
International Journal on Interactive Design and Manufacturing (IJIDeM)

experiences, thus giving rise to social cohorts. These gen- participated, 40% of respondents indicated that they wish to
erations are 17-20 years in length, [13]. Five generations are perform a career related to technology [16]. GenZ relation-
identified today: ship with technology is intense. Most of them spend at least
9 h interacting in digital environments. Videos posted in
1. The traditionalists who were born between 1928 and YouTube are their preferred, looking on average 70 videos
1944, daily. They are also creators, half of them develop their own
2. The Baby Boomers (Boomers), born between 1945 and digital content and share it in different platforms. Digital
1965, gaming and communication are also important for them
3. Generation X, born between 1965 and 1979, [17]. Their distinguishing technologies are Google glass,
4. Generation Y (Millennials), born between 1980 and graphene, nano-computing, 3-D printing, driverless cars,
1995, among others [18]. Within education, they expect to inter-
5. Generation Z (post-Millennials, iGen), born after 1995 act as they do in their daily lives. Besides, they like to learn
[14] and independently, collaboratively and at their own pace [19].
6. Generation Alpha or the Google Kids born between Table 2 shows the attitudes changed for the GenZ; students
2010 and 2025 [15]. of GenZ are more confident, tech-savvy, and focus on the
personal development.
each of them has their own characteristic. Baby Boomers are the parents of GenY, and GenX are the
Generation Z (GenZ) born with technology, and are parents of GenZ. Generations X and Y were educated by par-
known as digital natives. They are always connected to ents living in different economical situation. Perception of
the networks and are fast in all the activities they perform, students of GenZ is different, because they are self-learners
including taking decisions. As a result of their technology with access the educational resources (Singh, 2014). Usu-
attachment, they are also known as iGeneration, Gen Tech, ally, they are online exploiting several resources (courses,
Online Generation, Facebook Generation, Switchers and videos, etc.) for learning considering the internet as the main
“always clicking” [11]. They are so technology driven that provider of information/knowledge.
in a survey in which 1300 middle and high school students Table 3 shows main differences between these genera-
tions. The technological, economic and social context have
influence the behavior/thinking/decision making of the dif-
Table 2  Attitudes GenZ [20] ferent generations, but specifically, as can be see the change
Before GenZ Transition to GenZ management by GenZ, [21]. GenZ shows frequent communi-
cation instead of lengthy communication and the fact GenZ
Internet access A privilege A human right
spend most of the time online; this change the way GenZ
Influence Purchased Earned
learn at universities, they prefer learn through images/vid-
IP/patents Value creators Barriers
eos/audio instead of text compare the previous generations.
Failure Avoided Embraced
The paper is arranged as follows: In Sect. 2, students of
Gaming Non-value-add play Foundation for engagement
GenZ relationship and preferences regarding educational
Uncertainty Prepared to Predicted
technologies are presented. Section 3 reviews ten technolo-
Retirement A destination A journey
gies that will have a great impact in the educational domain
Connectivity A luxury A necessity
and compiles some experiences in using these technologies

Table 3  Differences between four generation [22]

Baby Boomers 1946–1964 GenX 1965–1977 GenY 1978–1989 GenZ 1990–1999

Behavior Challenge the rules Change the rules Create the rules Customize the rules
Training Preferred in moderation Required to keep me Continuous and expected Ongoing and essential
Learning style Facilitated Independent Collaborative and networked Technology based
Communication style Guarded Hub and spoke Collaborative Face to face
Problem solving Horizontal Independent Collaborative Entrepeneurial
Decision-making Team informed Team included Team decided Team persuaded
Leadership style Unilateral Weekly/daily Partner Teaching
Feedback Once per year, during the Weekly/daily On demand Consistent and frequent
annual review
Change management Change = caution Change = opportunity Change = improvement Change = expected

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for teaching GenZ students. Section 4 discusses the main
results. Section 5 concludes the paper.
2 Educating GenZ
Considering the features of the GenZ demands, educational
institutions need to change their teaching–learning strate-
gies, which have to become more visual, interactive, with
information available instantaneously and, most important,
incorporating technology and social media/networking [14].
GenZ preferences regarding basic educational technology
include the use of digital tools and online forums, which
must be accessible 24/7. Some examples include Sound-
cloud, TED Ed, Piktochart, Canva, Twitter, Facebook,
WordPress, Educlipper, Prezi, Google sites and Testmoz
[23].
A survey performed with GenZ students determined that
this generation use WhatsApp intensely to share academic
information with classmates. They also prefer to use elec-
tronic study material and wish to have access to more tech-
nology in their courses. They consider technology increases
the quality of teaching and learning [14]. Social media are
their favorite tools to communicate in a daily basis. Their use
within education allow GenZ students to make discussions,
collaborate and develop communication and technology
skills. As a matter of fact, a social media such as Facebook,
can be used as a Learning Management System [24]. One
important finding from study performed by Cilliers [14] is
that 100% of the students surveyed think they are more pro-
ficient in using technology than their professors. From the
side of the professors, they state that the kind of technology
they use in classes is adequate. Eighty percentage of them
indicate that use social media to contact students; however,
none of them use whatsApp, the prefer technology of alumni.
Professors are aware of the fact that students have more abil-
ity in using technology than they do [14].
Researchers suggests that educators should find creative
ways of incorporating technology in the teaching–learning
process. Podcasts, websites, simulations, interactive tutori-
als on YouTube, and Internet-based educational games are
some of the technologies that can capture de attention of
GenZ. Social media like Twitter and Tumblr can be used for
communicating and share knowledge. While Facebook is a
good tool for making discussions or posting updates regard-
ing the class activities [25]. It is advisable to set learning
outcomes and let students determine how to achieve them
by using technology. Recording videos regarding, e.g., how
to solve a problem, can be used for peer review activities.
Also, use technologies such as virtual and augment real-
ity to let students interact with processes before facing real
scenarios [26].
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International Journal on Interactive Design and Manufacturing (IJIDeM)
In order to teach the latest generation of students with
technology in an effectively form, educators need to consider
some assumptions, [27]:
1. Technology comprises designs and environments that
engage learners,
2. Learning technologies must engage learners in active,
constructive, intentional, authentic, cooperative learn-
ing,
3. Technologies are not communicators of meaning,
4. Technologies support meaningful learning when interac-
tions with technologies are learner initiated and learner
controlled,
5. Technology supports learners in developing more mean-
ingful interpretations of a subject and
6. Technologies and learners should be partners intellectu-
ally
Regarding emerging technologies such as data science,
AI, Internet of Things, and robotics, there is no research that
identifies the consequences of their use in the teaching of the
future generations, such as GenZ. However a glimpse on the
future is identified. It is expected that next generations will
use more intelligent support systems and will have greater
interactions with technologies such as VR, mixed reality,
and AI systems. The use of these technologies will allow
them to become proficient in handling higher-order cogni-
tive, system and goal-setting tasks, but are going to be less
proficient in basic physical, perceptual motor, cognitive and
social tasks [15].
Table 4 suggests specific teaching–learning design strat-
egies and approaches to support GenZ by identified gen-
erational characteristic, [28]. Examples of this proposal are
shown in next section.
3 Experiences
A lot of research has been dedicated to bringing technology
into the classroom. There are many reasons for this: mak-
ing the education system more efficient, providing timely
delivery of learning material, reaching more students, etc.
However, by considering the changing attitude/aptitude of
students of GenZ, emerging technologies are not just rel-
evant and beneficial but absolutely imperative to foster the
natural ability and traits of students of GenZ.
Several detailed examples of how to use various technolo-
gies to improve teaching and learning processes for students
of GenZ are presented. In some cases, how to develop addi-
tional skills/abilities or competencies are considered. Also,
the frequently reported advantages, disadvantages, and rec-
ommendations of different experiences are described. This
is based on the literature review performed on the various
International Journal on Interactive Design and Manufacturing (IJIDeM)
Table 4  GenZ characteristics and teaching–learning design strategies and approaches to support GenZ
Characteristic
High consumers of technology and cravers of the digital world
Pragmatic
Underdeveloped social and relationship skills
Cautious and concerned with emotional, physical, and financial safety Emphasize safety, but not unpreparedness
Individualistic
Increased risk for isolation, anxiety, insecurity, and depression
Lack of attention span, desiring convenience and immediacy
 
Teaching–learning design strategies and approaches to support GenZ
Instruct how to assess the credibility, relevance & accuracy of digital
sources: Use online tutorials to demonstrate information literacy
concepts
Explain the ethical responsibilities related to confidentiality/social
media use: Facebook, Twitter, Faculty-created YouTube channel,
Virtual group work, Remind app for reminders, Readings on tablets/
smartphones, Use available online learning resources, Review course
materials with e-flashcards using apps, Create interactive whiteboard
screencasts using apps
Consider innovative approaches to learning: Hybrid/blended courses,
Cocurricular formats, such as MOOCS, Interactive gaming, Virtual
learning environments, e-audience response systems
Adopt interactive e-textbooks. Encourage students to use their own
technology when engaging in class activities
Employ experiential learning: Internships, Service learning
Incorporate real-life experiences into course content and clearly connect
theory content to real-life experiences: Tell a story, Link classroom
learning to experiences
Be transparent and explain rationale for teaching decisions
Offer convenient faculty office hours or electronic office hours
Show up early and or stay late after class to engage students in discus-
sions
Explain/demonstrate group processing and interpersonal skills: Vide-
otapes
Provide simulations, including laboratory practices
Revise group and cooperative learning assignments: Assign group roles
Focusing the group to help edit/refine the project, Provide guidelines for
work
Help students engage in dialogical conversations with someone with
whom they disagree, especially regarding controversial and or sensi-
tive topics
Require learners to gain responsibility: Consider using learning con-
tracts, (practicum experiences), Provide choices in assignment topics
when possible, Spread out assignment portions to curb assignment
binging and procrastination
Allow students to work independently (own pace): Self-study online
modules
As possible, flexibility in curriculum and/or coursework is advisable:
Electives, course sequencing options, Select from menu of course
assignments
Reassure students and nurture participation in class, Encourage healthy
behaviors
Refer students to appropriate resources
Advocate for student therapy services, including frequent offerings and
accessible, on-campus hours, Student identify classmate and record
contact information
Set realistic expectations for students in terms of faculty availability
Help focus attention with short bursts of teaching
Regularly switch between teaching–learning modalities: To engage
students with short attention spans, use various modalities (lecture,
discussion, videos, demos)
Aim for depth versus breath of information
Carefully select readings to include only necessary information
Use active teaching–learning techniques: Concept mapping, Flipped
classroom, Case studies, Problem-based learning
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Table 4  (continued)
Characteristic
Open-minded, diverse, and comfortable with diversity
Sedentary activism
cases of use of emerging technology to improve the teaching
and learning process, as well as the own experiences of the
authors with some applications.
3.1 Virtual and augmented reality
Augmented Reality (AR) is a variation of Virtual Reality
(VR), which is often defined as “the use of real-time digi-
tal computers and other special hardware and software to
generate a simulation of an alternate world or environment,
which is believable as real or true by the users.” VR creates
an environment in which the user feels/seems to be moving
inside a computer-created virtual world in the same way in
which people move inside the natural environment; the user
cannot perceive the real one which surrounds him. AR allows
the user to see the real world augmented with superimposed
virtual objects. While VR replaces reality totally, AR sup-
plements it, creating an environment in which real/virtual
objects harmonically coexist. AR exploits perceptive-motor
skills of users in the real world, creating a special type of
human–machine interaction, [29].
AR is increasingly popular in education, advertising,
maintenance and training, marketing, and entertainment. In
education (and maintenance), the transfer of knowledge is
faster than the traditional methods. Many of the AR applica-
tions are customized; their development demands different
skills, including programming, designing, modeling, animat-
ing, and texturing.
The way students of GenZ learn is important when build-
ing an educational strategy in an institution, which is very
dynamic and more online than previous generations. Usually
students of GenZ prefers to learn at their on pace mainly by
doing something practical. More attractive courses, students
of GenZ want to do something, to create, to interact, to be
active no passive anymore.
In the case of aviation, it takes up to 2000  h for
inspectors to be completely trained. AR can remove the
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International Journal on Interactive Design and Manufacturing (IJIDeM)
Teaching–learning design strategies and approaches to support GenZ
Facilitate class discussions on inclusiveness and tolerance
Focus group work on varied viewpoints with heterogenous groups of
students
Use narratives and storytelling to teach students from diverse back-
grounds
Nurture a creative spirit in students, encouraging innovation, creativity,
and growth
Use varied methods to teach and assess learning
Incorporate service learning experiences throughout, focusing on social
change and current issues: Allow students to select experiences as
appropriate
Encourage involvement in local community or campus
Structure activism activities that use the Internet or social media
restrictions of time and location, leading to a much faster
transfer of knowledge and a better understanding of the
maintenance processes. Eduardo González has used Aug-
mented Reality (AR) to improve educational processes
in areas such as manufacturing, laboratories, and com-
bustion engines by transferring procedural and practical
knowledge using visual anchors to methods of instruction
[30]. Students believe that AR makes it easier for them to
learn and remember processes; they also report cases in
which maintenance, procedures, and assembly implemen-
tation times are up to 80% faster and have zero errors. AR
technology provides students with experiential learning
in virtual environments that facilitate their interactions,
decision-making, and collaboration using real applications
characterized by flexibility. Creating a powerful combina-
tion of immersive user experiences, both virtual reality
and augmented reality are now being used in many edu-
cational platforms.
Patricia Salinas and Eduardo Gonzalez applied AR
technology using a didactic prototype that promotes
visualization skills with mathematical content. Starting
with a basic two-dimensional prototype, one can create
a 3-dimensional object through specific actions in space
and time. In this sense, the creation of a prototype helps
the user develop cognitive abilities, which will be used in
the relating of algebraic, numeric, and graphic representa-
tions of mathematical knowledge. The AR production of
mathematical objects allows students to record the pro-
cedures and thereby to develop visualization skills. The
pilot experience confirms that AR technology in education
increases the current motivation of students to learn. This
work aims to study the development of didactic resources
that serve students in the learning of visual and tangible
mathematics. This educational project received third place
in the “Teaching Delivery” category of The Wharton-QS
Stars Awards 2014: Reimagine Education [31].
International Journal on Interactive Design and Manufacturing (IJIDeM)
Advantages This technology allows users to manipulate the
object of study better, go to places securely and without
costs, simulate processes, design products more efficiently,
understand complex concepts, develop empathy and visu-
alization skills, and increase motivation. Academic perfor-
mance is also improved, and the transfer of knowledge is
faster.
Disadvantages The high cost of implementation and main-
tenance is still an issue. On the other hand, effectiveness in
education has not been well determined, and social rela-
tionships are not developed through this technology. Finally,
someone with virtual abilities does not necessarily perform
the same in the real world.
Suggestions for implementation
1. Make sure the hardware and software meet the demands
of the course content.
2. The devices must be comfortable to wear.
3. The connectivity and compatibility of the devices in the
classroom must be determined.
4. Activities performed in class must stimulate interactions
among the students and professors.
5. Academicians must design the virtual learning scenarios
[9, 32].
3.2 3D printing
Rapid prototyping is a manufacturing technology with
great development due to the new materials coupled with
advances in nanotechnology. It combines different technolo-
gies such as CAD, numerical control, lasser, and materials.
Differing from conventional cutting methods, rapid prototyp-
ing uses a forming mechanism in which layered materials are
superimposed to machine a 3D part prototype. The layering
software slices the CAD geometry of the part according to
a specified layer of thickness and obtains a series of con-
tour information. The forming head of the rapid prototyp-
ing machine is automatically controlled according to the 2D
contour information. Solidified, cut-to-form thin layers of
various sections are superimposed onto 3D entities.
Rapid prototyping is a highly flexible technique; it can
produce 3D models of any complex structure, where the
building procedure and production cost are almost independ-
ent of the product complexity. With CAD direct modeling,
the molding process is completely digital; no special fix-
tures or tools are required. Both the design and manufac-
turing are integrated with a process characterized by fast
speed, high accuracy, and quality. The procedure does not
demand the presence of human support or attention. Stu-
dents of GenZ prefer learning by doing, a practical part of
the course; exploiting this technology 3D Printing could
be easy. Additionally, this educational system is correlated
with the labor market, graduated of GenZ will be a qualified
workforce on the market.
In the course, Manufacturing Engineering, students have
to demonstrate a particular process using 3D printing to
deepen their understanding of the course concepts and to
have a better physical visualization; in addition, by learning
3D printing technology [33], students have a better percep-
tion of the material-tool-machine interactions. The manufac-
turing processes developed were Closed Die Forging, Roll
Forming, Injection Molding, Spinning, Turning, and Ring
Rolling. Each team makes a presentation of their model,
which is peer-evaluated by all the teams in the course. The
demonstration prototype should be assembled on the pro-
vided platform and should have a maximum volume of
30 × 20 × 20 cm3. Rodríguez González believes that students
develop their creativity and participate enthusiastically due
to the level of the competition promoted among the teams.
Advantages In an educational context, 3D Printing allows
students to have a better understanding of content and
the interactions among different variables (material-tool-
machine); it develops spatial visualization, representational,
and proportional reasoning skills. This technology also
increases motivation and augments the exchange of ideas
among students.
Disadvantages There are few materials/models to support
educational processes or activities. Besides, depending on
the use, the technology could be expensive. The quality of
printed objects may not be ideal, and this could affect their
performance, which can result in having errors when doing
experiments.
Suggestions for implementation
1. Give students lessons about 3D modeling and printing
before developing experiments and/or projects.
2. Give learners the opportunity of modeling from scratch
and work with different application areas and materials.
3. Encourage students to test and revise models constantly.
4. Promote collaborative learning.
5. The 3D printers should be easy to use for students.
6. Certify students on the use of 3DP technology [34, 35].
3.3 Holograms
Moving towards accessible, personalized, quality edu-
cation is of great interest to all universities, and, for this
reason, several means of offering distance education have
come about [36]. Alfonso Serrano, along with five teach-
ers in five different cities, taught the Physics I course to
150 students using hologram telepresence. This technology
13

was employed in ten sessions, which represented 30% of the
course. This educational experience recreates the dynamic
of face-to-face courses for geographically distributed stu-
dents through the use of holographic and robotic technology.
Students feel the presence of the professor in the classroom
because of a human scale holographic image, bi-directional
audio, video, and autonomous movements of the remotely
controlled robot. The teacher or specialist can see and hear
the students in real-time, offering them special attention, and
giving them immediate feedback.
Members of GenZ are avid consumers of technology and
cravers of the digital world. As true digital natives and the
only generation raised exclusively with a technology influ-
ence, GenZ is highly accustomed to interacting, sometimes
solely, in the digital world. Their technology habits lead
them to demonstrate a limited attention span, and they bore
easily when they perceive monotony.
This model offers the experience of having a holographic
professor in the classroom, providing virtual mobility any-
where in the world, personalized interaction with students,
and delivering the social presence of a classroom, even
though the teacher is not really physically present. Seeing
the life-sized professor generates a sum of emotions among
the students who perceive that the professor is there, thus
humanizing long-distance education. Each session was pre-
pared with technological tools designed to homogenize the
level of learning in all the students of the course while cap-
turing their attention through the projection of an anatomi-
cally correct and life-sized image of the teacher (the “avatar
professor”).
This project achieved several objectives, the most impor-
tant ones being the improvement in the level of engagement
of the students in the classroom, their interactive participa-
tion, and their active involvement in the tutoring/coaching
processes. The main benefits of this project consisted of
offering solutions that are innovative, low-cost, easily scal-
able, and adaptable to different learning styles, specifically
in the education domain. “Professor Avatar: Telepresence
Model” was awarded the Silver Medal in the category of
“Best use of ICT Tools” at the Reimagine Education 2016,
organized by QS Stars and Wharton University of Pennsyl-
vania [37].
Advantages Holograms make distance courses more appeal-
ing, real, interactive, and personalized; they also help in
implementing a student-centered learning environment.
Objects not able to be studied in natural settings can be dis-
played in class. This technology improves the engagement of
students, supports the development of spatial visualization
skills, and allows students to work collaboratively.
Disadvantages This is still a costly technology, special infra-
structure for its display is needed, and wireless networks
13
International Journal on Interactive Design and Manufacturing (IJIDeM)
must be of extraordinary speed. Effectiveness in educa-
tion has not been yet determined, and it could cause visual
fatigue.
Suggestions for implementation
1. Classroom architecture must be modified to accommo-
date the technology and equipment needed.
2. Internet speed must be as fast as possible.
3. Use projection of high quality to have realistic holo-
grams.
3.4 Wearable devices
The new inexpensive sensors (traditional, nano-sensors,
bio-sensors, etc.), which are embedded in wearable devices,
allow new opportunities and ideas for their use in contin-
uous-health monitoring situations. The great popularity
of devices such as the Apple Watch, Fitbit, and Garmin is
inspiring students GenZ and entrepreneurs in Engineering
and Science to develop novel applications in different areas,
especially in healthcare.
Since 2015, the Electrical and Electronic ENG Dept of
Imperial College London has explored the extent to which
student engagement and learning can be enhanced by invit-
ing the students to perform signal processing on themselves
to produce their own physiological data. Using new, wear-
able, sensor technology, the students record their electro-
cardiograms and perform both time and spectral domain-
estimation tasks using their own real data. Building a bridge
between the theoretical material in the lessons and cutting-
edge research engagement is improved. The academic pro-
ject was designed to stimulate inquiry into the algorithmic
requirements that achieve certain digital-signal-processing
tasks. This approach becomes a path to learning, discovery,
and consolidation of knowledge.
Several objectives and development of competencies were
promoted in this educational project, namely, a) explore
additional concepts, b) apply/discover signal processing
tools in a physically meaningful way, c) appreciate the tech-
nological advancements, d) take part-ownership of their
learning, e) engage in curiosity-driven learning, f) explore
feasible extensions and new applications and opportunities,
g) become aware of ethical issues, and h) learn about the
societal impact of this work.
This project was possible thanks to low-cost, wearable,
vital signs monitoring devices (the commercially available,
bio potential recording devices are cost-prohibitive for edu-
cational applications). Many students found the course intel-
lectually stimulating and were motivated by interdisciplinary
challenges because of the ways to enrich the classic Engi-
neering program through “signal processing for wearable
health” [38].
International Journal on Interactive Design and Manufacturing (IJIDeM)
Similarly, Zavala-Yoé and Ramírez-Mendoza proposed
the use of Active Learning (AL) approach exploiting wear-
able devices to improve the teaching/learning procedure in
mathematics courses such as stochastic processes, signal
processing and dynamical control systems for students of
engineering [39]. The AL techniques are linked to an Elec-
troEncephaloGraphic signals device in order to motivate stu-
dents through real life situations. A pilot study for 1 year was
implemented with 2 groups of students under AL techniques
and compared with 4 groups of students of traditional edu-
cation. An improving AL dynamics via interactive approach
in teaching was developed. Given the reliance on technol-
ogy by this GenZ, faculty need to consider how to harness
technology to enhance and supplement education. It will not
replace good pedagogical practices but can be used to aug-
ment teaching. Use of available software, electronic learning
materials, and Internet-guided learning activities are some
strategies that may help to engage these students of GenZ.
Advantages Wearables facilitate the sharing of knowledge
and understanding of concepts. They also improve the inter-
action and engagement of students, make them become self-
directed learners, and allow them to track their emotions,
with the main objective of offering more effective class
activities. This technology supports the implementation of
an active learning strategy.
Disadvantages These devices are still high cost and also
lack ergonomics. Also, students can easily get distracted and
dependent on technology. Privacy regarding the handling of
personal information is an issue that must be considered.
Suggestions for implementation
1. Form a strong group of passionate leaders to engage the
faculty.
2. Include technology staff in the process of implementa-
tion.
3. Ensure that the technology is integrated uniformly in all
classes.
4. Give at least one month of training to the professors, so
they develop the relevant technological skills.
5. Evaluate the process to perform timely modifications
and determine its value [40].
3.5 Virtual laboratories
The original concept of Virtual Reality Machines has
evolved to Cyber-Physical Machines, according to Manuel
Macias [41]. He has designed and built Cyber-Physical lab-
oratories equipped with Programmable Logic Controllers
(PLC) for industrial use and Cyber-Physical Machines for
the emulation of processes in courses such as Automation,
Industrial Networks, and Integrated Manufacturing Systems.
The Virtual Reality Machines represent 3D computer
models that reproduce the operation of a real system (e.g.,
manufacturing cell, storage warehouse, transport, and sort-
ing line, etc.) with the integration of sensors and actuators
that are connected directly to the PLC. The sensors send
information to the PLC to identify a specific operating con-
dition, and the actuators receive permission from a PLC to
turn on/off a conveyor, CNC machine, and other plant equip-
ment. Students can manipulate Virtual Reality Machines
(rotate, zoom in, zoom out, and move) to identify the main
elements that are necessary for an automation process, and
they can understand how the different components work in a
specific process [42]. After almost a decade of research and
development, this is one of the most complete and advanced
technological systems for educational purposes.
There are situations where real-world practices are neither
safe nor practical and where concepts are abstract and dif-
ficult to grasp; these problematic situations can be addressed
using immersive technologies. The application of challenges
of great complexity, such as the automation of a manufac-
turing plant, allows the development of competency in the
ability to identify and solve problems. The work teams are
more analytical, critical, and predictive when dealing with
this type of problem. The student shows greater interest and
enthusiasm in solving the different challenges that arise in
the practices and projects and in being involved in an active
learning environment and the visual and active parts of the
Virtual Reality Machines. This facilitates the understand-
ing of the students, makes them active learners, helps them
in developing reasoning, logical-thinking, and collaborative
work skills, and substantially increases their motivation to
apply the theory and practice almost immediately – all this,
with the meager cost of equipment compared to a conven-
tional laboratory.
Students of GenZ have been educated through their prior
K-12 educational experiences with electronic books, video
lessons, digital media, and teaching materials that incor-
porate visual materials. Given desire of GenZ to connect
virtually, professors must imagine new ways to participate/
interact with the students of GenZ at the laboratory activi-
ties and take advantage of the experience that GenZ have
with AR/VR.
Advantages Virtual Labs allow students to strengthen or
validate concepts, give them flexibility in the process of
learning, and improve their conceptual understanding. This
technology offers versatility, repeatability, and safety for
performing experiments; it is easy to use; it is also low cost
and can be used by a lot of people simultaneously. Students
can develop reasoning, critical thinking, innovative, creative,
and inquiry skills.
13

Disadvantages When performing experiments with this tech-
nology, users do not have real interaction with the equip-
ment; data from experiments is not real, professors are not
able to guide the students, and health/safety practices cannot
be taught effectively.
Suggestions for implementation
1. Learning methods should be directed, self-directed, and
collaborative.
2. Make sure that the software runs using any computer
operating system.
3. The software must be user-friendly and, when possible,
linked to a learning management system.
4. Formative and summative evaluations must be per-
formed.
5. Ask users for feedback, and make opportune corrections
[43–45].
3.6 Blockchain
A blockchain is an expanding list of cryptographically
signed, irrevocable, transactional records shared by all the
participants in a network. Each record contains a timestamp
and reference links to the transactions. With this informa-
tion, anyone with access rights can trace back a transactional
event, at any point in its history, belonging to any partici-
pant. Blockchain technology is ideal as a new infrastructure
to secure, share, and verify learning achievements.
Many educational institutions are ready to implement
blockchain-based tools for several reasons. Paper-based
diplomas, school, and training course certificates get lost,
and the original could be lost over time. Once put in block-
chain, these will not get lost, and it is impossible to change
or falsify the information. Putting educational information
in blockchain will remove doubt about a level of knowledge
of the employee. Rather than accumulating certificates in
education over their lifetime, people will be able to record
information in a blockchain, which will make it available to
employers anywhere in the world [46].
Cryptocurrencies and financial services are the most pop-
ular uses for blockchain technology. Financial accounting is
a very important component in universities. This technology
will improve the system for calculating scholarships for stu-
dents and salaries for teachers and will provide a transparent
and fair mechanism for funding grants and projects.
Diplomas and certificates need paper; eliminating
this need, these institutions will be able to reduce their
expenses in printed products. The cost of paper and print-
ing itself is not the only item of expenditure related to
these documents. There is an enormous spent on storing
13
International Journal on Interactive Design and Manufacturing (IJIDeM)
this information. The right to control and store applicants’
personal data will be transferred to the applicants them-
selves, which will greatly help educational institutions.
Blockchain will help to save a lot of money as well as a
significant number of hours of labor.
The loss/damage of documents is quite a common basis
for litigation, which results in financial costs and wasted
time. This cost can also be eliminated with this technol-
ogy. In the case of professional degrees (diplomas, certifi-
cates, etc.), a blockchain can maintain lists of issuers and
receivers of each document, together with the signatures
(hash) in a public database (the blockchain), which is iden-
tically stored on thousands of computers around the world.
Tec began issuing professional and graduate degrees
using blockchain, conferring more than 3500 degrees
of GenZ (from more than 25 campuses) in May 2019,
of which at least 2500 have been electronically verified.
Also, the Open University UK, the University of Nicosia,
and MIT have done this, but all of them at the pilot level
[47]. Blockchain can be used to record on the certificates
information such as (1) the completion of a learning expe-
rience, (2) experiences which contribute to learning, (3)
the acquisition of specific skills, and (4) specific levels of
competence, etc. Multiple forms of accreditation, register-
ing and tracking of intellectual property, other financial
certificates including receipts of payment, the award of
grants, the award of loans and waivers, and/or the modi-
fications to student loans can also be recorded and main-
tained for distributive sharing as needed, using blockchain.
This technology seems extremely natural for GenZ.
Advantages Moving records to the blockchain allows self-
sovereignty, trust, transparency and provenance, immutabil-
ity, disintermediation, and collaboration. In an educational
context, it permits the securing, sharing, and verification of
learning achievements.
Disadvantages This technology is extremely new. Regula-
tion and standardization will determine the extent and speed
of progress, either forward or backward.
Suggestions for implementation
1. Any policy work linked to the blockchain needs to be a
shared competence among members of the community.
2. Create and promote a label for open educational records,
which enshrines the principles of recipient ownership,
vendor independence, and decentralized verification.
3. Evaluate twice the potential benefits before taking risks.
4. The best security measures have to be evaluated. Embed-
ded security needs to be considered [48].
International Journal on Interactive Design and Manufacturing (IJIDeM)
4 Discussion
The main concern regarding the use of a given technology
in education is the effectiveness it offers in achieving the
students’ learning outcomes. The most common method
used for evaluating the effectiveness of an EdTech is the
experimental method. In it, a control group and a trial
group are compared through the application of a pre-test
and a post-test. Any improvement in the pre-test is attrib-
uted to the use of the technology; this would indicate that
there has been a knowledge/understanding gain due to the
use of such technology.
However, there can also be performed a qualitative anal-
ysis in which the benefits of technological innovation are
compared to those of the traditional pedagogical strategy.
This approach gives a clue regarding user interaction with
the tool/application and how the knowledge is developed
[49]. Various studies aimed at determining the effective-
ness of the use of technology in education found that there
is a “modest” improvement in educational results related
to the intervention of technology [50]. These results sup-
port the idea that traditional teaching and technology
complement each other. The use of both in conjunction,
taking advantage of the strengths of each with the correct
pedagogical strategies, will definitely take education to
new levels.
The next generation of students in higher education is
a key variable in any educational model. Millennials are
tech experts, but Gen Z students are tech natives, having
spent their lives immersed in technologies that are crucial
to living and teaching and learning. Professors need to
adapt their classes. Gen Z is accustomed to personalizing
most of their things. This leads to the expectation that Gen
Z will be able to pick and choose what they want. These
attitudes will influence education, and institutions need to
adapt and change.
By exploiting AI algorithms, student data could be ana-
lyzed to personalize learning and to identify preferences
to develop personalized educational platforms. Although
GenZ may be technologically expert, many lack the digital
literacy skills to be conscientious, responsible media con-
sumers. The prioritization of digital literacy in higher edu-
cation is substantially influenced by the workforce; 35%
of the skills considered vital for workplace success will
have changed. There is no doubt that technological tools
are both integral and powerful for Gen Z; however, these
have added a layer of distraction to classrooms. Professors
should focus on creating environments and curricula that
are student-centered, playing to the interests and prefer-
ences of GenZ learners and engaging them as active par-
ticipants. Collaboration technologies are making it easier
to create engaging, interactive experiences. As GenZ
learners come to institutions of higher education and as
personalized learning becomes common, new approaches
to learning will become less of a novelty and more of a
necessity [51].
There is the need of closing the technological gap
between GenZ and millennials. The goal is to enhance the
teaching learning environment for the benefit of all students.
Studies have shown that there are similarities and differences
between the preferences of millennials and GenZ around
educational technology. Both generations recognize that
technology is important for enhancing learning experiences.
However, GenZ tend to see it as less transformative, as they
take it for granted [52].
The technologies reviewed offer important benefits to
education. However, it is essential also to consider the
challenges one finds when implementing these advances
in an educational context. A key aspect that needs to be
considered is that there are some professors not comfort-
able with technology. In this sense, educational institutions
must devote resources to train them and make them transi-
tion from a traditional or low-tech pedagogical strategy
to a high intense one. Finally, it is important to analyze
GenZ characteristics in detail. For example, they are web
searchers, however they cannot discern between valuable
and non-valuable information. This demands that universi-
ties teach them how to critically evaluate and process the
vast amount of information available in the web. By ana-
lyzing this kind of issues, HEI could get insights regarding
their behavior and preferences, which could be useful to
design pedagogical strategies to connect with this genera-
tion of students.
Other important aspects that are perceived differently
by the GenZ are the characteristics related to work—jobs,
career—[53]:
a. Freedom GenZ prefers to work without fixed working
hours/place
b. Unconventional Prefers unusual/unconventional oppor-
tunities
c. Materialism Good life (tangible things)
d. Global Go abroad for studies/jobs
e. Commitment The loyalty for the companies GenZ work
for
f. Experimental Try different jobs to find the right for them
(satisfied)
g. Technology it is an important part of GenZ life.
Understanding these beliefs is important to communicate
properly and generate the opportunities creating new chal-
lenges, opportunities, rewards/incentives for GenZ.
These results are limited because people are unique and
the year they born is not the only factor that shape them
(studies are contradictory). Other factors could be: coun-
try, culture, level of the economic, financial, social and
13

technological development in a country, etc. People are
complex and age is only a variable that could influence
them, but does not define them.
5 Conclusions
The growing competition for human talent worldwide has
forced world-class universities to transform and adapt to
changes continually. Within the changes that universities
are developing, in teaching, they are creating innovative
programs to improve the teaching and learning process.
Investments in technology have been specified to offer
innovative ways of teaching and learning in order to moti-
vate more candidates.
Technology is a means that can be used to add value
to the teaching and learning experience, where students
widely exploit these resources to improve or accelerate
their academic process; and they can also promote or
develop additional skills and competencies due to the high
motivation and commitment that they can develop through
the use of technological tools. Technology has influenced
education in several ways, developing new and innovative
programs, innovative research and teaching strategies, and
different forms of collaboration (face-to-face, virtual, and
remote).
Some technologies have been developed in the edu-
cational domain to fulfill a design purpose; others have
been adopted or imported from other domains, but in both
cases, with successful results. There are widely tested,
very innovative projects, which, although requiring more
testing and validation of results, can be adapted or trans-
ferred, which will provide benefits thanks to their highly
innovative content.
In this review, the relationship and preferences of GenZ
students with technology is presented. Besides, some
technologies with a significant impact on GenZ education
were identified: virtual and augmented reality, 3D printing,
artificial intelligence, holograms, portable devices, virtual
laboratories, and blockchain. In some cases, applications
included combinations of various technologies. From an
extensive literature review and our own experiences, we
identified innovative projects and/or leading projects,
highlighting the advantages, disadvantages, and the types
of skills and abilities that can be developed in different
domains. We trust that this document will provide guid-
ance in the use of emerging technologies in Engineering
and Science education for actual students of Generation Z.
Acknowledgements  The authors would like to acknowledge the finan-
cial and technical support of Writing Lab, TecLabs, Tecnológico de
Monterrey, México, in the production of this work.
13
International Journal on Interactive Design and Manufacturing (IJIDeM)
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