Hex-a-Thon: A Collaborative and Creative Learning Experience for Interdisciplinary Students Through Hands-On Innovation

Practice Paper Recommended citation: Sierra Andrés, M., & Sachdeva, R. (2025). Hex-a-Thon: A Collaborative and Creative Learning Experience for Interdisciplinary Students Through Hands-On Innovation. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631598. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. HEX-A-THON: A COLLABORATIVE AND CREATIVE LEARNING EXPERIENCE FOR INTERDISCIPLINARY STUDENTS THROUGH HANDS-ON INNOVATION M. S. Andrésa, 1 , R. Sachdevaa a Esade Business School, Spain Conference Key Areas Engineering skills, professional skills, and transversal skills and Dialogue between engineering and society – effects on education Keywords: Experiential learning, interdisciplinary collaboration, challenge-based learning, hands-on learning, rapid prototyping ABSTRACT The Hex-a-Thon is an innovative educational exercise designed to foster interdisciplinary collaboration and hands-on technical skills through a high-pressure, real-world-inspired environment. It was conducted at IdeaSquare, CERN as part of Fusion Point courses a partnership between Esade Business School, Instituto Europeo du Design and Polytechnical University of Catalonia. The Hex-a-Thon challenges students from diverse backgrounds (business, design and engineering) to build functional rapid prototypes of particle detector using sensors and different components. By leveraging experiential learning and design thinking principles, the exercise enhances problem-solving abilities and technical fluency while cultivating resilience and adaptability. This practice paper presents the outcomes of three iterations of the Hex-a-Thon, conducted in April, May, and September 2024, with a total of 111 students from various challenge-based innovation programs. Using qualitative methods, including participant observation, debriefing sessions, and feedback forms, we analysed students’ experiences, skill development, and collaborative dynamics. The findings demonstrate that the Hex-a-Thon effectively enhances technical confidence, teamwork, and innovation, while also exposing students to the realities of working under pressure and navigating failure. The Hex-a-Thon model has proven to be a replicable and adaptable format for engineering education, offering insights into how hands-on innovation can be integrated into curricula to bridge the gap between academic learning and professional practice. This paper discusses the pedagogical implications and potential for future adaptations, including incorporating sustainability and ethical considerations to further enhance its relevance. 1 Corresponding Author M. S. Andrés [email protected] 1 INTRODUCTION The Hex-a-Thon is a hands-on, interdisciplinary learning experience that addresses the need for collaborative, innovation-driven approaches in engineering education. Unlike traditional, siloed models (Feng et al., 2023), it immerses students in a highpressure, real-world-inspired environment where technical challenges meet creative problem-solving. Rooted in experiential learning (Kolb, 1984) and the Scholarship of Teaching and Learning (SoTL) framework (Potter & Kustra, 2011), the Hex-a-Thon fosters both technical expertise and essential soft skills through active engagement and reflection. Developed within Fusion Point’s Challenge-Based Innovation courses (2014–2025), the exercise is a collaborative initiative involving Esade Business School, IED, and UPC, in partnership with IdeaSquare at CERN and Aalto University (Hassi et al., 2016; Charosky et al., 2018; Papageorgiou et al., 2021; Sierra & Di Stasi, 2024). It brings together business, design, and engineering students to tackle complex challenges through teamwork, prototyping, and iteration. Students apply knowledge in coding, sensor integration, and system design while developing resilience, adaptability, and communication skills. Exposure to environments like CERN and Aalto’s Design Factory reinforces the connection between academic learning and professional practice, pushing students beyond disciplinary boundaries and into spaces of innovation, inquiry, and collaboration. 2 CONTEXT AND PRACTICAL WORK 2.1 The Hex-a-Thon Concept Hands-on innovation methods in engineering education have gained significant traction in recent years, emphasizing experiential learning and interdisciplinary collaboration (Killen, 2014; Hurst et al., 2016; Gadola & Chindamo, 2017; Seidel, Marion & Fixson, 2020; Tang, Vezzani & Eriksson, 2020; Sierra & Di Stassi, 2024). This approach emphasizes learning through direct experience and reflection, aligning with the hands-on nature of engineering practice (Kolb, 1984). Experiential learning methods significantly enhance students' problem-solving skills to tackle complex, open-ended engineering challenges and technical competencies (hard skills) (Palmer & Hall, 2011; Chavan, 2011; Li, Öchsner & Hall, 2017). The Hex-a-Thon model, described below, exemplifies this by engaging students in building hexagon-shaped particle detector towers. This project-based learning experience allows students to apply theoretical knowledge practically, fostering deeper understanding and skill development. Students move through the ELT cycle as they experiment with components, build the detector tower, reflect on challenges, and refine their approach. Interdisciplinary collaboration is essential in modern engineering education, as it equips students to tackle complex real-world problems (Costa et al., 2018; Van den Beemt et al., 2020; Tang, Vezzani & Eriksson, 2020; Figueiredo et al., 2022). The Hex-a-Thon fosters this by bringing together students from diverse backgrounds, enhancing communication, adaptability, and innovative thinking (Richter & Paretti, 2009; Björklund, et al., 2019), while building teamwork and technical skills. Hands-on innovation in engineering education often involves design thinking and rapid prototyping, encouraging quick iteration, learning from failure, and creative problem-solving (Shekar, 2013; Kojmane & Aboutajeddine, 2016). The Hex-a-Thon’s use of sensors and tools exemplifies this approach, providing practical experience with cutting-edge technologies while applying design thinking principles to enhance usability. These methods boost student engagement and bridge the gap between theory and practice, better preparing students for future careers (Bot et al., 2005; Li, Öchsner & Hall, 2017). Despite their benefits, experiential learning methods in engineering face challenges, including high resource demands and the need for specialized faculty skills (Gadola & Chindamo, 2017; Chen, Kolmos & Du, 2020). These approaches typically require 2-3 times more faculty time and resources than traditional methods (Chavan, 2011), and assessing outcomes is complex, often needing multi-dimensional evaluation tools (Clements & Cord, 2011; Heinrich & Green, 2020). The Hex-a-Thon builds on experiential learning and design thinking principles to enhance students' abilities in teamwork, communication, and technical integration. Participants collaborate in multidisciplinary teams to construct hexagonal towers using laser-cut components, sensors, and coding platforms. The project combines technical challenges with creative problem-solving, preparing students for real-world engineering and innovation environments. 2.2 Methodology The Hex-a-Thon is a hands-on, collaborative learning exercise designed to foster interdisciplinary teamwork and technical innovation within Fusion Point’s ChallengeBased Innovation Courses. It prepares student teams to tackle complex challenges (based on the SDG’s) using cutting-edge technologies from top European research centers. Inspired by the scientific collaboration required to build and run CERN’s Large Hadron Collider (LHC) Robinson, 2020) where advanced sensors and data processing are used to examine particle collisions, the Hex-a-Thon challenges students to design and build particle detector towers capable of sorting particles (represented by marbles) by mass and color. Students work in interdisciplinary teams, applying skills from engineering, business, and design to create functional prototypes. The experience is framed as a competitive collaboration, with teams divided into two experimental groups representing CMS and ATLAS, fostering a spirit of teamwork and communication. Through this hands-on, real-world simulation, students develop problem-solving abilities, technical skills, and resilience under pressure, bridging theoretical knowledge with practical application. 2.3 Implementation and iterations The Hex-a-thon exercise is divided into the following stages: • Introduction and Context: Students are introduced to the LHC and particle detection, learning how large collaborations like CERN work. They receive instructions and materials, including laser-cut components, sensors (Arduino/Raspberry Pi), a load-cell, a camera expansion HAT, a servo, marbles and rapid-prototyping materials. • Think and Strategize: After the introduction, teams are encouraged to discuss and plan their strategy considering technical and collaborative aspects, with coaches providing feedback. • Building and Prototyping: Teams assemble particle detector towers using laser-cut frames, sensors, and microcontrollers, integrating data from sensors and actuators. • Testing and Iteration: Prototypes are tested with a particle feeder to analyze sorting accuracy, followed by iterative improvements. • Final Run and Presentation: Teams conduct a stable beam test, present results, and reflect on outcomes, with evaluations based on sorting accuracy and design efficiency. Before the event, students attend a series of workshops focused on the necessary technical skills, including Arduino programming, Raspberry Pi integration, 3D modeling, and laser cutting. These workshops ensure that all participants are familiar with the essential tools and technologies and can leverage their previous knowledge. Students are divided into interdisciplinary teams, combining engineering, design, and business. They receive a challenge brief that outlines the task of building a tower capable of sorting particles based on specific attributes, such as colour or mass (impact). After assembly, the towers are tested using a particle feeder, which drops balls into the structure at different angles and speeds. Teams observe and refine their prototypes to improve sorting accuracy and efficiency. Fig. 1. Hex-a-Thon exercise infographic summary Coaches provide continuous feedback throughout the testing phase, guiding students to iterate and enhance their designs. Each team presents their final prototype, explaining the design choices, technological integration, and problemsolving strategies. Evaluations focus on creativity, functionality, and teamwork. a ‘test beam’ is then launched fr om the ‘particle feeder’ and dr opped inside the towers The Hex-a-Thon exercise was implemented on three separate occasions at IdeaSquare, during students visits to various challenge-based and innovation programs. Each iteration involved students from different courses and contexts, allowing for a comprehensive evaluation of the exercise’s impact. • First Iteration (April 2024 - TeSi Program): 31 students from the Technology for Social Innovation (TeSi) Program participated, using Arduino systems to build particle detectors. Conducted mid-program to reinforce technical skills and interdisciplinary collaboration, and boost confidence and enthusiasm, • Second Iteration (May 2024 - CBI4AI Program): 35 students from the Challenge-Based Innovation for Artificial Intelligence (CBI4AI) course. Conducted in the third week, a Raspberry Pi and a camera expansion HAT. The exercise significantly improved rapid prototyping skills and interdisciplinary teamwork. • Third Iteration (September 2024 - CBI Program): 45 students from the Challenge-Based Innovation (CBI) course participated at the program's start, serving as an ice-breaking and team-building activity. Collaborative prototyping established mutual trust and interdisciplinary collaboration. Fig. 2. Hex-a-Thon exercise Beam Test 1 Fig. 3. Hex-a-Thon exercise Final Exhibition The Hex-a-Thon is a technical challenge and a platform for students to experience the pressures and demands of real-world engineering projects. Fostering a playful yet rigorous approach to problem-solving helps students develop essential skills such as critical thinking, collaboration, and innovation. The exercise combines technical challenges with creative problem-solving, preparing students for real-world engineering and innovation environments. 3 RESULTS AND INSIGHTS 3.1 Data collection The data collection process to evaluate the impact and effectiveness of the Hex-aThon involved multiple qualitative methods. The following table summarizes each data collection method, its primary goals, and the key results obtained. Table 1. Data collection methods and findings summary Data Collection Goals Output type Key results Observation (During Exercise) Monitor teamwork dynamics, collaboration, and problemsolving skills development Ethnographic observation notes, processed and coded Identified key challenges in collaboration, enhanced technical engagement, and adaptive problemsolving strategies. Debrief Session discussion (PostExercise) Facilitate reflection and gather. in-depth insights and qualitative reflections 3 recorded sessions, transcribed and coded Students expressed positive experiences with interdisciplinary teamwork hands-on learning and perceptions of technical challenges, highlighting skill improvements. Immediate Feedback Form Collect structured feedback on exercise effectiveness 111 survey answers about what they liked, wish, and learned from the exercise High satisfaction with the learning format, with specific mentions of increased technical confidence and teamwork. Final Course Feedback Form Evaluate long-term impact and integration into course experience 111 survey answers Sustained improvement in teamwork, interdisciplinary skills, and confidence in technical innovation. 3.1 Results The qualitative data analysis on the Hex-a-thon process and feedback results into the following themes: Experiential and Passion-Based Learning: The Hex-a-Thon fostered a dynamic environment where students creatively applied technical knowledge, embracing failure as an integral part of the learning process. The exercise involved iterative development and low to medium-fidelity prototyping, encouraging students to experiment with new ideas and solutions, from using lego pieces on top of the servo to enlarge the arrows and making easier to sort to use carton paper to create lanes for the marbles. Throughout the exercise, students demonstrated the ability to learn by applying concepts from previous workshops and technical sessions as much as they have never been trained for. Students developed practical skills in coding, sensor integration, and mechanical assembly. This process cultivated a passion for technical exploration, and students reported increased confidence in their problemsolving abilities. As one of the students noted: "This project was challenging for me because it had no relation to my area of graduation, architecture, and also didn’t have much connection with the master's degree in virtual reality." (TeSI design student). Despite this, the hands-on approach fostered engagement and skill development outside their primary field. Interdisciplinary Collaboration and Peer Learning The make-a-thon format encouraged both independent and collaborative work, requiring careful planning, communication, and coordination among team members. The interdisciplinary students merged their expertise, allowing for mutual learning and peer support: “If I would do the exercise again I would start building much earlier, we had a very long discussion planning the code and the structure, but once building we realize it didn’t work, you need time to try, test and re-think” (CBI4AI business student) The interdisciplinary approach enabled participants to approach challenges from multiple perspectives, promoting creativity and fostering a sense of collective ownership over the project outcomes. A design student from the CBI4AI program reflected: "And the intersection between design and Science" Another business student emphasized how multidisciplinary teamwork influenced their perspective: "Working with a multidisciplinary team allowed me to really open myself to different approaches to a problem and diversity in how we aim to resolve them. I am sure I will have this in consideration while approaching and solving problems in the future”. Learning Through Play and Technology Integration The Hex-a-Thon embraced learning through play (Tang, Vezzani & Eriksson, 2020) by incorporating coding, programming, and technology integration in a creative and imaginative setting. Participants were encouraged to experiment without fear of failure, with continuous feedback from coaches guiding improvements and iteration. An engineering student from CBI4AI highlighted the impact of the experience: "Visiting CERN and all the activities we did there was truly an eye-opening experience, providing profound insights into physics, website creation, and cuttingedge research on the universe." Similarly, another engineering student from CBI reflected: "Going to CERN and the activities done there were really cool. It allowed us to work in a very different way (which is not the one we are used to in university), and I was impressed about the freedom we had to solve the problem." Using both Arduino and Raspberry Pi platforms exposed students to different technological approaches, enhancing their adaptability and technical fluency. The playful, high-pressure environment simulated real-world innovation contexts, fostering both resilience and a mindset oriented toward rapid prototyping innovation. Working Under Pressure and Understanding Failure One of the primary goals of the Hex-a-Thon was to build students’ capacity to work under pressure while navigating failure and unexpected challenges. Most teams did not fully complete the task within the given time, which was an intentional aspect of the exercise to emphasize resilience and adaptive thinking. “It was really stressful and hard, I wasn’t understanding what I was doing I don’t know anything about particle physics, and I was seeing we couldn’t make it… but at the end it didn’t matter if we failed, we had a lot of fun and I learned a lot with my teammates, and we almost managed to finish” (TeSI business students) Students reported that the experience taught them to balance ideation with practical implementation, manage time effectively, and remain adaptable when prototypes did not function as expected. The exercise also underscored the importance of being willing to abandon initial ideas (“kill your darlings”) in favour of more feasible solutions: “I remember we had a big discussion, the other engineer in my team wanted to do a very different approach to coding and structure design, and we waisted very valuable time arguing, and at the end he was right” (TeSI engineering student) The CERN factor Moreover, hosting the make-a-thon at IdeaSquare (CERN) provided access to experts and resources, simulating professional engineering environments, and its always one of the most highlighted elements of the learning experience: “going to CERN is a very unique and privileged thing that not everyone can experience, as a business student I never imagined to have the opportunity to visit a place so relevant into the science field and talk with important people such as the www co-inventor while having a coffee” (CBI business student). This exposure to real-world problemsolving enriched the learning experience, preparing students to face the complexities of interdisciplinary projects. 4 CONCLUSIONS AND IMPLICATIONS The Hex-a-Thon offers a compelling model for experiential and interdisciplinary education, blending hands-on technical innovation with collaborative problemsolving. Designed as a high-pressure, real-world-inspired exercise, it equips students with both technical and soft skills needed to address complex engineering challenges with creativity and resilience. Implemented across three course iterations, students consistently reported increased confidence, improved problem-solving abilities, and stronger interdisciplinary collaboration. Its flexibility across learning contexts demonstrates its potential for broader adoption in engineering education. To increase its long-term impact, future implementations should explore scalability, sustainability, and the integration of ethical considerations. Continuous assessment and self-efficacy measurement could offer deeper insight into skill retention and personal development. Framing the Hex-a-Thon as a formative rather than summative learning experience encourages risk-taking and reflective learning. Moreover, more exploration is needed to ensure a longer-time impact and how to integrate it in the curricula trough the development of a toolkit, for instance. Rooted in the principles of SoTL and experiential learning, the Hex-a-Thon breaks down disciplinary silos by uniting engineering, design, and business students in meaningful collaboration. As the model continues to evolve, expanding its reach to diverse academic and cultural contexts can further enhance its relevance. While its benefits are clear, the model’s success depends on sufficient resources and effective facilitation. Ongoing evaluation is key to understanding its long-term educational value. In sum, the Hex-a-Thon is a scalable, high-impact approach for advancing 21st-century engineering education.