As use of adaptive learning technology in STEM courses gains traction, studies evaluating its impacts are important to undertake. Adaptive e‐learning platforms provide personalized, flexible learning via monitoring of student progress and performance and subsequent provision of an individualized learning path containing various resources. In this study, adaptive technology was utilized in blended and flipped versions of a numerical methods course. A particular challenge with flipped instruction is preclass preparation, in which videos with the same instruction for all students are often assigned. Therefore, to diversify preclass learning, the instructor developed adaptive lessons via an NSF grant and rigorously assessed outcomes in this flipped class with adaptive learning. In addition, to fully evaluate the lessons and respond to calls from the literature, the lessons were implemented and evaluated in a blended version of the course, which was lecture‐based with available online resources. Data from previous semesters of flipped and blended instruction (without adaptive learning were available), enabling a comparison of four instructional methods. The comparisons consisted of direct assessment (i.e., exam questions) and affective assessment via a survey (i.e., perceptions of the classroom environment). An analysis was performed for students collectively and for underrepresented minority students in engineering. Focus groups enabled a comparison of student perspectives of using adaptive technology in blended versus flipped classrooms as well as by demographic. Upon combining these outcomes, including a notable Cohen's
This content will become publicly available on August 27, 2025
Adaptivity or agency? Educational technology design for conceptual learning of materials science
As the use of computers in education increases, adaptive learning platforms are becoming more common. However, these adaptive systems are typically designed to support acquisition of declarative knowledge and/or procedural fluency but rarely address conceptual learning. In this work, we developed the Crystallography Adaptive Learning Module (CALM) for materials science to provide students a tool for individualized conceptual learning. We used a randomized quasi‐experimental design comparing two instructional designs with different levels of computer‐provided direction and student agency. Undergraduate students were randomly assigned to one of two different instructional designs; one design had students complete an individualized, adaptive path using the CALM (
- PAR ID:
- 10536302
- Publisher / Repository:
- John Wiley & Sons
- Date Published:
- Journal Name:
- Computer Applications in Engineering Education
- ISSN:
- 1061-3773
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract d = 0.34 for open‐ended‐response performance, the flipped classroom with adaptive learning may be the best method for this STEM course. -
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