This paper presents the design, implementation, and evaluation of a Blended Learning approach applied to the Industrial Engineering Master’s program at the University of Zaragoza. The intervention aimed to enhance student engagement, learning performance, autonomy, and digital competence by combining interactive digital resources with face-to-face instruction. The course redesign integrated synchronous face-to-face sessions with asynchronous digital activities using a diverse mix of ICT tools, including interactive videos, gamified quizzes, digital games, and AI-powered chatbots within a pedagogically coherent framework grounded in active learning principles.

To ensure methodological consistency, different Blended Learning modalities were combined. A rotation model based on the Flipped Classroom served as the central strategy, enabling students to engage with theoretical content prior to in-person classes, where time was dedicated to problem-solving, critical analysis, and applied tasks under instructor guidance. In parallel, flexible and online-enhanced models were incorporated to address diverse learning paces and provide students with greater autonomy in navigating the course content. Combining modalities strengthens comprehension and critical analysis, both automated and personalized. The integration of ICT tools facilitated immediate feedback, promoted self-assessment, and encouraged reflection and participation through interactive and gamified activities. Students highlighted the value of microlearning experiences, which contributed to better time management, increased motivation, and deeper understanding of complex technical concepts.

The integration of interactive digital tools was not merely instrumental but guided by the principle "It’s all about the mix!", emphasizing the importance of aligning content, pedagogy, and technology. Students interacted with microlearning resources -short video explanations, embedded quizzes, branching scenarios, and chatbot-guided exercises- designed to promote self-regulated learning and conceptual reinforcement. These tools enabled immediate feedback, adaptive instruction, and individualized learning pathways.

Quantitative and qualitative data collected during the implementation phase reflect a high level of satisfaction among both students and instructors, who emphasized the adaptability and inclusiveness of the blended strategy. The results indicate a clear improvement in indicators such as knowledge retention, critical thinking, and student engagement. Students also highlight the positive impact of gamified activities and feedback mechanisms. The combination of synchronous and asynchronous tasks enabled more dynamic and personalized interactions, fostering a participatory learning environment. Thus, a thoughtful mix of tools, methods, and modalities offers a solid pathway toward flexible, high-quality education aligned with the demands of contemporary higher education.

In conclusion, this experience confirms that a well-designed Blended Learning model, grounded in pedagogical intentionality and supported by interactive digital tools, fosters not only academic achievement but also transversal competencies such as autonomy, digital literacy, and collaborative work. Far from being a simple technological upgrade, Blended Learning emerges as a transformative strategy for teaching and learning in higher education.

Keywords: Digital-Games, Chatbots, Flipped-Teaching, Blended Learning, Game-based Learning and Gamification, New experiences in education, Quizzes, Interactive Videos, New Trends and Experiences, Learning and Teaching Innovations, Higher Education.