Wall, B. A., & Hoefer, B. J., & Rossman, E. W., & Self, B. P. (2025, April), Adaptive Learning Modules for Introductory Engineering Courses  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55161

\bibitem{asee_peer_55161}
  Wall, B. A., \& Hoefer, B. J., \& Rossman, E. W., \& Self, B. P. (2025, April), \emph{Adaptive Learning Modules for Introductory Engineering Courses}
  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California.
  10.18260/1-2--55161

Bailey Anne Wall, Benjamin J. Hoefer, Eileen W. Rossman P.E., and Brian P. Self.  "Adaptive Learning Modules for Introductory Engineering Courses".  2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April.  ASEE Conferences, 2025.  https://peer.asee.org/55161 Internet.  13 Jul, 2025

\bibitem{asee_peer_55161}
  Bailey Anne Wall, Benjamin J. Hoefer, Eileen W. Rossman P.E., and Brian P. Self.
  "Adaptive Learning Modules for Introductory Engineering Courses".
  \emph{2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55161 Internet.  13 Jul, 2025

@INPROCEEDINGS{asee_peer_55161
author = "Bailey Anne Wall, Benjamin J. Hoefer, Eileen W. Rossman P.E., and Brian P. Self"
title = "Adaptive Learning Modules for Introductory Engineering Courses"
booktitle = "2025 ASEE PSW Conference"
year = "2025"
month = "April"
address = "California Polytechnic University, California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55161}
number = {10.18260/1-2--55161}
}

TY  - CPAPER
AB  - This is a work in progress, full paper submission, exploring the purpose and development of
Adaptive Learning Modules (ALMs) in introductory engineering courses, specifically focusing
on Dynamics. As a foundational course, Dynamics is critical for building core engineering
knowledge but is often challenging for students due to their limited prior experience and
misconceptions. Additionally, historically marginalized and underrepresented groups have
struggled in foundational engineering courses, so the ALMs are designed to foster educational
equity and emphasize non-traditional engineering applications. The ALMs aim to address these
challenges by leveraging online tools to provide targeted, interactive support for difficult
concepts, supplementing traditional classroom-based instruction.

There are two purposes of the ALMs: to reinforce understanding for all students, and to reduce
performance gaps in introductory mechanics courses. By focusing on common problem areas,
ALMs are designed to provide personalized feedback and guidance that promotes conceptual
understanding. Key topics identified for modules in Dynamics include 2D Newton’s Second
Law, the Coriolis effect, kinematics, and rigid body work and energy. The design of ALMs
integrates video lectures, interactive questions, activities, and tailored feedback to guide students
through these topics and improve learning outcomes.

Each module begins with an introductory video that connects the topic to a real-world
application, highlighting its impact beyond the classroom. This step is intended to engage
students by demonstrating the practical importance and use of the concept. Following the
introduction, students select their preferred content delivery format: a short video for those who
feel confident in their understanding or a longer, in-depth video for those who need more
explanation. These video lectures allow students to move through content at a pace that is the
most beneficial to them.

After viewing the content video, students are prompted with a formative Coupled Multiple
Response question (CMR) to evaluate their understanding of the topic. The CMR questions
consist of two parts. Students first answer the question and then select from a list of reasoning
statements that most closely align with their thought process. These reasoning statements include
both correct answers and common misconceptions, constructed based on student answers from
previous Dynamics exams. This two-step style of questioning requires students to answer the
question and identify their reasoning, which allows specific gaps in students’ understanding to be
identified.

Based on the identified gaps, students are directed to the appropriate Supplemental Instruction
(SI) video(s) tailored to their misconceptions. Depending on their previous responses, students
can receive a simple video affirming their understanding, or a few SI videos to provide clarity
and redirect their reasoning. The SI videos ensure that all students, regardless of their initial
comprehension, receive targeted support.

After receiving feedback from the SI videos, students are directed to an interactive instructional
tool, which uses a “predict, observe, explain” style of questioning. They are presented with a
physical scenario and asked to predict the dynamic response. Following their initial prediction,
students interact with the physical model to observe the outcome and explain their observations.
To reinforce understanding, follow-up scenarios with slightly modified initial conditions are used
to deepen and solidify understanding. The instructional tools can be used in a classroom setting
with the physical models, or a virtual setting, using a simulation-based version.
Each module ends with a summative question, designed for students to reflect on their learning
and solidify their understanding of the topic. To reinforce key takeaways, students are also asked
to complete reflection questions, which encourage them to summarize the main concepts of the
topic.

The next phase of this study is to implement the Dynamics ALMs in dynamics classes at
California Polytechnic State University, San Luis Obispo. Feedback from this study will be
collected to determine the effectiveness of the module in improving understanding and fostering
engagement. The comprehension of students before and after working through the modules will
be evaluated to investigate the impact of the ALMs.

By integrating adaptive technology with traditional teaching methods, the ALMs can potentially
transform the teaching of foundational engineering concepts. This approach enhances
accessibility, personalizes learning experiences, and engages students more effectively,
representing a significant step forward in engineering education.
AU  - Bailey Anne Wall
AU  - Benjamin J. Hoefer
AU  - Eileen W. Rossman P.E.
AU  - Brian P. Self
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - Adaptive Learning Modules for Introductory Engineering Courses
UR  - https://peer.asee.org/55161
DO  - 10.18260/1-2--55161
ER  -