During the 2024/2025 academic year, the course “Computación de Alto Rendimiento” was implemented for the first time in the fourth semester of the degree in Artificial Intelligence Engineering at the University of Alicante. The goal was to make use of an innovative pedagogical strategy aimed at enhancing student motivation, engagement, and meaningful learning through the integration of methodologies such as Project-Based Learning (PBL) and flipped classroom approaches. The course was designed to provide students with a solid and practical foundation in parallel and distributed computing techniques, which are essential for developing efficient solutions in the field of artificial intelligence. The classroom materials were structured around a comprehensive, real-world engineering project, broken down into weekly milestones that allowed students to progressively apply theoretical concepts in a practical context. The classroom sessions were focused on collaborative problem-solving, personalized tutoring, and technical discussions, while theoretical content was delivered through digital materials for autonomous pre-class study. To assess the impact of this methodology, both quantitative and qualitative instruments were employed, including academic performance analysis, attendance tracking and classroom participation. The results demonstrated a significant improvement in academic performance, with an average grade higher than that of similar courses in related degrees such as Computer Engineering, Multimedia, and Robotics. These findings confirm that active learning methodologies, when combined with up-to-date materials and a focus on real-world problems, effectively enhance the learning experience in technical education. However, areas for improvement were also identified. There are challenges such as the need for better coordination between theoretical and practical components and more precise time management for project milestones. In conclusion, the experience was highly positive, and plans are in place to maintain and refine this methodology in future iterations of the course. Proposed enhancements include the introduction of self-assessment tools and more detailed rubrics. This study offers a practical case study for improving motivation and performance in technical education through active, student-centered learning.

Keywords: Higher Education, Student-Centered Learning, Motivation.