Use of adaptive learning in an engineering technology course: A case study

Abstract

This study explores the use of an adaptive learning module implemented in a sophomore-level course for engineering technology and construction management students. Adaptive learning provides personalized learning pathways for students through the use of computers. Just-in-time feedback is one of its innovative features that helps to accomplish a unique student learning environment. While adaptive learning is explored in other disciplines, there is limited literature in the engineering education context. The research goal of this study is to examine student learning and behavioral engagement when an adaptive learning module is introduced. The topic for this module, Pumps, was selected due to a need to improve traditional instruction for this topic, indicated by student performance on the associated assignment. The adaptive learning module was designed to further engage students in personalized instruction and was used as a supplement to the instructor's in-class lectures on the topic. The researchers gathered and analyzed 42 students' data on learning, performance, and user pathways on the adaptive learning platform, Smart Sparrow. Preliminary results show 81 percent demonstrated mastery across all modules. In total, 65 percent interacted with at least one adaptive learning module due to assessment, and 24 percent had more than one interaction. Time spent with the adaptive content was much shorter than the original content interaction, suggesting many students were able to resolve uncertainty within the lesson efficiently. By implementing adaptive learning technology, students experience a tailored learning experience, specific to their learning path towards their mastery of the given topic. Expanded research in the engineering education context can lead to more closely aligning instructors' teaching styles and students' learning styles.