This study presents an educational experience that leverages iterative prototyping, progressing from digital models to clay models and finally 3D-printed prototypes to develop critical thinking, teamwork, and technological proficiency among university students.
The activity is structured around a real-world business scenario (Kolb et al.,1984, Lave & Wenger, 1991), where students take on the role of consultants for companies randomly assigned using case studies (Herreid et al, 2013), identifying improvement opportunities in product design, customer service, and organizational structures. A core element of the methodology is the case study, which allows students to engage with real-world challenges in business environments. This study seeks to answer the following research question: ¿How does the integration of case study analysis and iterative prototyping (from digital to physical) impact the development of innovation, collaboration, and problem-solving skills in university students?

Methodology:
A mixed-methods research design was employed to assess the impact of the activity. The study incorporated both quantitative and qualitative data collection methods to gain a comprehensive understanding of students’ experiences.

Results:
The study revealed multiple positive learning outcomes, demonstrating the effectiveness of combining case-based learning, iterative prototyping, and project-based collaboration: First, enhanced Communication and Teamwork, Second, stronger Critical Thinking and Problem-Solving Abilities: Through case studies and project based learning (Zhang & Ma, 2023), students learned to evaluate market trends, technological constraints, and corporate structures, leading to better-informed decision-making. While students successfully identified and addressed key technological and organizational barriers that impact real businesses.

Students expressed greater interest in business innovation and technology, but also the iterative nature of the project, where they continuously refined their ideas boosted their engagement and ownership of the learning process. Finally, improvements in leadership and decision-making: Students demonstrated higher autonomy in directing their projects, taking initiative in researching, designing, and justifying their solutions. Their ability to apply data-driven decision-making and strategic thinking improved significantly.

Conclusion:
The combination of case studies, iterative prototyping, and project-based learning proved to be an effective educational strategy, enabling students to develop innovation, teamwork, and analytical skills critical for professional success. By engaging with real business challenges, students gained first-hand experience in problem identification, solution development, and technology application.

References:
Herreid, C. F., & Schiller, N. A. (2013). Case study: case studies and the flipped classroom. Journal of college science teaching, 42(5), 62-66.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning theory: Previous research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-247). Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in psychology, 14, 1202728.

Keywords: Gamification, project based learning, cases, prototyping.