Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Patrick Thornton, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

FYEE 2025

-oriented course for engineering students placed in pre-calculus courses. He has also developed and co-teaches the Fundamentals of Engineering Design course that includes a wide spectra of activities to teach general engineering students the basics of engineering design using a hands-on approach which is also engaging and fun. He is an Institute for Teaching Excellence Fellow at NJIT and the recipient of NJIT’s 2022 Excellence in Teaching Award - Lower Division Undergraduate Instruction, 2022 Newark College of Engineering Excellence in Teaching Award, and 2018 Saul K. Fenster Innovation in Engineering Education Award.Dr. Ashish D Borgaonkar, New Jersey Institute of Technology Dr. Ashish Borgaonkar works as an Assistant

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Aleia Frye, University of Pittsburgh; Scott Streiner, University of Pittsburgh

Tagged Topics

Diversity, FYEE 2025

of first-year students’ ethical reasoning, as well as research on the development of culturally responsive ethics education in global contexts. He is an active member of the Kern Engineering Entrepreneurship Network (KEEN), the American Society for Engineering Education (ASEE), and the Institute of Industrial and Systems Engineers (IISE) FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27Exploring the Relationship between Moral Intuitions and Ethics Education among First-year Engineering Students in the US, Netherland, and China Abstract In recent years, there has been an increase in public discourse on how to confront ethicaldilemmas

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Ryan McAfee Grudell, Ohio Northern University; Mark Mintzlaff, Ohio Northern University; Ethan Berei, Ohio Northern University; Grace Lawson, Ohio Northern University

Tagged Topics

Diversity, FYEE 2025

educators. However, due to a lack of funding, many schools are “understaffed” in certain areas.This can lead to a gap in the intended curriculum [1]. Products like Math Quest are intended to bridge thisgap and help the students and staff from underfunded schools.Our ApproachMath Quest was designed with three principles in mind: affordability, engagement, and familiarity in theclassroom. Traditional educational technology often utilizes touchscreens or complex interfaces that canbe both expensive to produce and difficult for young students to understand. By mimicking the familiargame controller design, Math Quest leverages existing mental models that children already possess,reducing the learning curve to use Math Quest significantly. The chosen

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Todd R Hamrick, West Virginia University; Robin A.M. Hensel, West Virginia University; Atheer Almasri, West Virginia University; Carter Hulcher, West Virginia University; Lizzie Santiago, West Virginia University; Susie Huggins, West Virginia University; Akua B. Oppong-Anane, West Virginia University; WenJuan Mo, West Virginia University

Tagged Topics

FYEE 2025

computer systems analyst at the U.S. Department of Energy, where she managed technical projects and collaborated with engineering teams to support energy research. With over 30 years of experience in higher education, Dr. Hensel has taught courses in mathematics, statistics, computer science, engineering, and engineering technology. She has secured more than $6.5 million in funding to advance STEM education research, led major program development initiatives, and held multiple administrative leadership positions. Her contributions have been recognized through numerous awards for excellence in teaching, advising, research, and service.Dr. Atheer Almasri, West Virginia University Dr. Almasri is currently a teaching

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

, identity interference, or mixed-match pairing, all of which can lead to negativepsychosocial consequences [11-14].The correlation between mentorship outcomes and persistence in engineering is poorlyunderstood. Recommendations in a report from National Academy of Sciences, Engineering, andMedicine (NASEM), The Science of Effective Mentorship in STEMM (Science, Technology,Engineering, Mathematics, and Medicine), include, “Scholars should make greater use of studydesigns that allow for causal and longitudinal inferences, paying particular attention to theantecedents, processes, correlates, and outcomes within effective mentoring relationships inSTEMM to determine the effects of mentorship on persistence and success in STEMM as well ason the STEMM

Conference Session

WORKSHOP IV: Play as Prep Workshop: Time & Resource-Efficient Strategies for Developing Effective Undergraduate TAs of First Year Students

Collection

FYEE 2025 Conference

Authors

Christine Alexander, University of Maryland, College Park

Tagged Topics

FYEE 2025

Paper ID #49793Play as Prep Workshop: Time & Resource-Efficient Strategies for DevelopingEffective Undergraduate TAs of First Year StudentsMs. Christine Alexander, University of Maryland, College Park Christine Alexander is a Lecturer in the Science, Technology, and Society program and the A. James Clark School of Engineering at University of Maryland, College Park. She combines her facilitation skills and passion for human development to create purpose driven experiences for groups of all ages and stages. Before earning her M.A. in Teacher Education and Professional Development from the University of Maryland, she

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Saloome Motavas, University of British Columbia, Vancouver; Fatimah Mahmood, University of British Columbia, Vancouver

Tagged Topics

Diversity, FYEE 2025

Technical Symp. Computer Science Education, Mar. 3, 2021.[6] S. Alaofi and S. Russell, "The influence of foreign language classroom anxiety on academic performance in English-based CS1 courses," in Proc. 2022 Conf. United Kingdom & Ireland Computing Education Research, Sept. 2022.[7] S. Dasgupta and B. M. Hill, "Learning to code in localized programming languages," in Proc. Fourth (2017) ACM Conf. Learning @ Scale, Apr. 12, 2017.[8] Y. Pal and S. Iyer, "Classroom versus screencast for native language learners: Effect of medium of instruction on knowledge of programming," in Proc. 2015 ACM Conf. Innovation and Technology in Computer Science Education, Jun. 22, 2015.[9] H. Chan, "Pre-teaching

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Laura Albrant, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Lynn A. Albers, Hofstra University

Tagged Topics

FYEE 2025

Paper ID #49800WIP: Both sides now: examining the faculty side of a student code critiquerfrom a human factors perspective.Laura Albrant, Michigan Technological University After completing a bachelor’s degree in computer science, Laura Albrant decided to challenge how she viewed software development, by switching departments. Currently working towards a master’s degree in human factors at Michigan Technological University, Laura pursues interests on both sides of the fence through education research.Dr. Leo C. Ureel II, Michigan Technological University Leo C. Ureel II is an Assistant Professor in Computer Science and in

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Mirna Mattjik, Colorado School of Mines; Michelle Marincel Payne, Rose-Hulman Institute of Technology

Tagged Topics

FYEE 2025

Paper ID #49808GIFTS: Role-playing in Service of Developing Psychological Safety in TeamsProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik, is Director of the Mines Grand Challenges Scholars Program and Teaching Associate Professor in the Engineering, Design, and Society Department. She is also affiliated with the University Scholars and Honors Program and the Humanities, Arts and Social Sciences Department. Her educational background spans industrial technology, international political economy, project management, and leadership. Pursuing her doctorate, her research centers on educational equity in higher

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Becca Kiriazes, Catholic University of America

Tagged Topics

FYEE 2025

a missed opportunity for earlyengagement. In response, we developed an Engineering Photo Scavenger Hunt designed to fosterstudent participation, build community, and introduce essential academic resources. This paperpresents the design and implementation of the scavenger hunt, shares informal observations onits impact, and provides practical insights for adapting the activity to other educational contexts.Scavenger hunts are widely used in engineering education to promote collaborative activelearning by encouraging students to explore, collaborate, and engage meaningfully with theirenvironment. They have been implemented as orientation tools in introductory courses [1], [2],[3], for skills development [4], [5], [6], and to connect course

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey; Ashley Joyce Mont, Rutgers, The State University of New Jersey; Katie Barillas, Rutgers, The State University of New Jersey

Tagged Topics

FYEE 2025

motivation, computer programming pedagogy, and faculty pedagogical development.Dr. Ashley Joyce Mont, Rutgers, The State University of New Jersey Dr. Ashley Joyce Mont is an Assistant Teaching Professor in the Office of Undergraduate Education in the School of Engineering at Rutgers University. She received her BS in Biomedical Engineering from Rutgers University and her PhD in Biomedical Engineering from the New Jersey Institute of Technology. Dr. Mont teaches first-year engineering courses that emphasize data-driven design, computational thinking, and technical communication. She assisted with the course development of a two-course sequence for first-year students centered on hands-on projects, MATLAB programming, 3D

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Ashley Joyce Mont, Rutgers, The State University of New Jersey; Philip Reid Brown, Rutgers, The State University of New Jersey; Katie Barillas, Rutgers, The State University of New Jersey

Tagged Topics

FYEE 2025

Paper ID #49790(GIFTS) Designing for Daily Life: Open-Ended 3D Modeling in First YearEngineeringDr. Ashley Joyce Mont, Rutgers, The State University of New Jersey Dr. Ashley Joyce Mont is an Assistant Teaching Professor in the Office of Undergraduate Education in the School of Engineering at Rutgers University. She received her BS in Biomedical Engineering from Rutgers University and her PhD in Biomedical Engineering from the New Jersey Institute of Technology. Dr. Mont teaches first-year engineering courses that emphasize data-driven design, computational thinking, and technical communication. She assisted with the

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Rachel Anne Smith, Iowa State University of Science and Technology; Aileen Hentz PhD, University of Maryland, College Park; Thaddeus Hill, Iowa State University of Science and Technology

Tagged Topics

Diversity, FYEE 2025

Paper ID #49831Full Paper: Network-based Reflection to Support First-year Engineering StudentsRachel Anne Smith, Iowa State University of Science and Technology Rachel A. Smith is Associate Professor of student affairs and higher education in the School of Education at Iowa State University. She currently serves as the school’s Director of Graduate Education. She earned her PhD and MS in Higher Postsecondary Education from Syracuse University and holds a BA in history from the University of Wisconsin-Madison.Aileen Hentz PhD, University of Maryland, College Park Aileen N. Hentz has over twenty years of experience working as

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Paper ID #49796Full Paper: A Framework for Engineering Problem Scoping Leading to MindfulEngineering Problem SolvingCassie Wallwey, Virginia Polytechnic Institute and State University Dr. Cassie Wallwey is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research interests center on student-centered and inclusive learning practices and principles including student engagement in learning, feedback and assessment, self-regulation of learning, and student motivation. Cassie got her PhD in Engineering Education from Ohio State University and her MS and BS in Biomedical

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University

Tagged Topics

Diversity, FYEE 2025

research should examine long-term outcomes and explorediverse institutional contexts to further validate and expand these insights.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology,” 2019, Washington, DC, 2020.[2] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology,” 2023, Washington, DC, 2024.[3] A. Tuladhar, C. Queener, J. L. Mondisa, and C. Okwudire, “Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates,” Int. J. Mentoring Coaching Educ., vol. 10, no. 3, pp. 317-338, 2021.[4] Astin, A. W. (1993). What matters in college (Vol. 9

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Dante Charles Scalfi, Northeastern University; Turner Marks; Kathryn Schulte Grahame, Northeastern University; Leila Keyvani, Northeastern University at Oakland

Tagged Topics

Diversity, FYEE 2025

students with the necessary skills and know-how tointegrate MAD with the MAHSP to create the previously discussed educational exhibits. Eachwalkthrough begins with an overview of the physical and digital components involved as well as alinked video summarizing the resulting function of the walkthrough. A summary of the componentsinvolved for each walkthrough are summarized in the table below. Table 1: Summary of Components by Walkthrough Component App Arduino Walkthrough Input Output Input Output

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

FYEE 2025

Paper ID #49817GIFTS: Quick Assessment of Course Topics’ Impact in First-Year EngineeringSeminarsDr. Lee Kemp Rynearson, Campbell University Lee Rynearson an Associate Professor of Engineering at Campbell University. He received a B.S. and M.Eng. in Mechanical Engineering from the Rochester Institute of Technology in 2008 and earned his PhD in Engineering Education from Purdue University in 2016. FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 GIFTS: Rapid Assessment of Course Topics’ Impact in First-Year Engineering SeminarsIntroductionThis GIFTS paper discusses

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Emily Wang, University of Virginia; William Harry Keenan, University of Virginia

Tagged Topics

FYEE 2025

introductoryengineering courses. Topics fall under categories of communication, design, global interest,engineering profession, professional skills, math skills, academic success, and engineeringspecific technology and tools. We extend upon this work, with the goal of identifying what iscurrently being taught in such courses. Importantly, although our work extends the conversation,it does not directly address what should be taught in introductory engineering courses.We used syllabi from introductory engineering courses across the US to help understand thelandscape of such courses. A syllabus is a document that (ideally) outlines, at a high level,expectations for the course, including learning outcomes, methods of assessment, and coursepolicies [5]. While

Conference Session

Full Papers IV

Collection

FYEE 2025 Conference

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

Tagged Topics

FYEE 2025

Full Paper: The impact of the ACCESS program on recruiting cybersecurity students and fostering their academic success and career prospects1. IntroductionCybersecurity is crucial in protecting individuals, businesses, and critical infrastructure frommalicious cyberattacks that can lead to severe financial losses and operational disruptions.Securing key sectors such as healthcare, energy, and government systems is essential for nationalsecurity. However, a global shortage of qualified cybersecurity professionals persists, withnearly 500,000 job openings in the U.S. [1]. As reliance on technology grows and cyber threatsbecome more complex, the demand for skilled cybersecurity professionals is

Conference Session

WORKSHOP I: Designing Active Learning Activities with Ethics in Mind, and Body (no matter if this is a fundamental principles class or an ethics-as-a-stand alone class, or any class in-between)

Collection

FYEE 2025 Conference

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Topics

FYEE 2025

Ethics in Mind, and Body (no matter ifthis is a fundamental principles class or an ethics-as-a-stand-alone class, or any class in-between)AbstractParticipants will walk away from this workshop with insights and confidence to applysocio-technical systems thinking (STS) framework for integrating engineering ethics with otherengineering topics, where learning experiences revolve around three types of practices –analytical approaches, data collection, and body/mind engagement. This is a product of our workin the interdisciplinary field of the same acronym, Science and Technology Studies (STS).Workshop attendees will practice “STS thinking” during interactive demonstrations ofcurriculum, participate in debriefs for reflection and listening, and use

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Matthew Patrick Paul, University of Maryland, College Park

Tagged Topics

FYEE 2025

, team-based projects in engineering education has creatednew challenges for instructors to evaluate and support student engagement. In first-year designcourses, students are expected not only to learn fundamental technical skills, but also to applythem collaboratively in open-ended problem-solving environments. While traditional assessmenttools such as milestone deliverables and final grades offer summative insights into performance,they often fail to identify disengaged or struggling teams until it is too late for effectiveintervention. To address this gap, educators have begun exploring the use of real-time behavioralindicators, such as system usage logs or testing patterns, to inform more responsive teachingstrategies and foster student

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

David Kriesberg, University of Maryland College Park; Evan Hutzell, University of Maryland College Park; Richard Blanton, University of Maryland College Park

Tagged Topics

FYEE 2025

Design.Evan Hutzell, University of Maryland College Park Evan Hutzell is the Operations Manager for Terrapin Works, a sub-unit of the Engineering Information Technology Department of the Clark School of Engineering. He directly manages the Advanced Fabrication Lab (AFL) which manufactures projects for students faculty and staff, and the Rapid Prototyping Center (RPC) which educates students on 3D printing, laser cutting and more, and provides them with resources to work on class and personal projects.Mr. Richard Blanton, University of Maryland College Park FYEE 2025 Conference: University of Maryland - College Park, Maryland Jul 27 Work In Progress: Makerspaces as Catalysts for First-Year Belonging and

Conference Session

GIFTS II

Collection

FYEE 2025 Conference

Authors

Joseph A Lyon, University of Notre Dame; Andrew Charles Bartolini, University of Notre Dame

Tagged Topics

FYEE 2025

, and J. A. Olivares, “Why Do Students Enroll in AP CSP?,” in 2021 Research on Equity and Sustained Participation in Engineering, Computing, and Technology, RESPECT 2021 - Conference Proceedings, Institute of Electrical and Electronics Engineers Inc., 2021. doi: 10.1109/RESPECT51740.2021.9620546.[4] J. A. Lyon and A. J. Magana, “The use of engineering model-building activities to elicit computational thinking : A design-based research study,” Journal of Engineering Education, pp. 1–23, 2021, doi: 10.1002/jee.20372.[5] A. J. Magana, M. L. Falk, and M. J. Reese Jr., “Introducing Discipline-Based Computing in Undergraduate Engineering Education,” ACM Transactions on Computing Education, vol. 13, no

Conference Session

Full Papers II

Collection

FYEE 2025 Conference

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University

Tagged Topics

FYEE 2025

infrastructure, and community engagement. She teaches the introductory engineering course for all first-year undergraduate students in the College of Engineering at UD. Her undergraduate teaching experience includes foundational engineering mechanics courses like statics and strength of materials as well as courses related to sustainability and infrastructure. Her research interests are in foundational engineering education, sustainability in engineering curriculum, and green technologies in infrastructure.Dr. Marcia Gail Headley, University of Delaware Dr. Headley is a Data Scientist at the Center for Research in Education and Social Policy (CRESP) at the University of Delaware. She specializes in the development of mixed

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity, FYEE 2025

Work-in-Progress Paper: FYEE 2025: ID 49770 Engineering Culture: Ideologies, Mindsets, and InfrastructureAbstract:This paper uses a critical Science and Technology Studies (STS) lens to explore how educationalinfrastructure shapes power dynamics in engineering education. By examining how builtenvironments influence identity and belonging, the authors highlight how infrastructure cansustain or challenge exclusionary norms.Introduction:Engineering culture and ideology powerfully shape education [1], [2], [3], [4], [5], [6], yet theinfluence of physical spaces in reinforcing or challenging these forces is often overlooked. Usinga critical STS lens, this study examines how infrastructure—lecture halls, labs, makerspaces—communicates

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Rui Li, New York University

Tagged Topics

FYEE 2025

educational technology by demonstrating how specialized AIexperts can provide comprehensive student support and assist course instructors in running theclass. The system’s architecture balances computational efficiency with routing accuracy whilemaintaining an intuitive interface for both students and educators.Methods 1. Chatbot ArchitectureWe initially planned to deploy the chatbot on Slack but switched to Discord due to easierpermission setup and better message retention, as Slack's free version does not save messagesolder than two months. Discord would allow for better accessibility. We used the discord.pylibrary to load student team conversation data, actively tracking channels and storing them in aJSON file. We used ChromaDB with a local

Conference Session

WIP I

Collection

FYEE 2025 Conference

Authors

Evelyn Walters, Temple University; Laura Riggio, Temple University; Cory Budischak, Temple University

Tagged Topics

FYEE 2025

attrition, especially for historicallyunderrepresented groups who arrive with lower STEM self-efficacy and self-confidence.Traditional grading practices in higher education are being increasingly scrutinized as systemswhich perpetuate systemic inequalities by conflating the outcome of learning with behaviorsexhibited in the process of learning [2]. Alternative grading practices which includespecifications grading, standards-based grading, and ungrading have begun to be more widelyadopted in STEM courses [3], [4], [5]. However, there is a need to measure the efficacy of theseinterventions [6].MotivationENGR 1101: Introduction to Engineering and Engineering Technology and ENGR 1102:Engineering Problem Solving are cornerstone courses for all first

Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Qudsia Tahmina, The Ohio State University at Marion; John Francis Simonis, The Ohio State University at Marion

Tagged Topics

Diversity, FYEE 2025

A Hands-on STEM Enrichment Activity to Promote Engineering to High School StudentsAbstractThis full paper discusses a workshop designed to enrich and explore career options for high school students.It has become a norm for higher education institutions to partner with local schools to provide a diverserange of opportunities for students to explore careers in Science, Technology, Engineering and Math(STEM). Facilitating conversations early on in high school about college majors, identifying specific areasof interest, setting career goals and roadmaps and building pathways for successful careers have becomecritical for student success. Due to a lack of understanding of engineering applications

Conference Session

WORKSHOP I: First-Year Engineering Forums: Planning & Organizing Idea-Sharing Sessions with Program Stakeholders to Increase Collaboration and Mutually Beneficial Relationships

Collection

FYEE 2025 Conference

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Topics

FYEE 2025

Education from Ohio State University and her MS and BS in Biomedical Engineering from Wright State University. ´Dr. Juan David Ortega Alvarez, Virginia Polytechnic Institute and State University ´ Juan David Ortega Alvarez is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech and a Courtesy Affiliate Professor at Universidad EAFIT. He holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process Engineering and Energy Technology from Hochschule Bremerhaven. With over 10 years of experience teaching undergraduate and graduate courses, Juan also has more than 6 years of professional experience as a practicing engineer

Conference Session

GIFTS I

Collection

FYEE 2025 Conference

Authors

Kathleen A Harper, Case Western Reserve University; Kurt Rhoads, Case Western Reserve University

Tagged Topics

FYEE 2025

scaffolding to assist students in developing mature learning skills based inmetacognitive strategies. There is room on the back of the quiz paper to add some reflectivequestions, and the instructors are in the process of shaping that scaffolding for the 2025-26 year.References[1] P. Black and D. Wiliam, “Assessment and Classroom Learning,” Assessment in Education: Principles, Policy & Practice, vol 5, pp. 7-74, 1998.[2] F. Molin, C. Haelermans, S. Cabus, and W. Groot, “The Effect of Feedback on Metacognition – A Randomized Experiment Using Polling Technology,” Computers & Education, vol 152, Article 103885. https://doi.org/10.1016/j.compedu.2020.103885.[3] S. Y. McGuire, Teach Students How to Learn. New York, NY: Routledge, 2015.[4] P