Boosting Motivation and Performance: Interactive Learning in Engineering Sciences
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| Title: | Boosting Motivation and Performance: Interactive Learning in Engineering Sciences |
|---|---|
| Language: | English |
| Authors: | Claudia Hernandez-Mena, Nicolas Amado-Moranchel, Paulinna Faccinetto-Beltrán, Mariana Olivares Avalos, Jorge Álvarez |
| Source: | Advances in Engineering Education. 2025 13(3):100-119. |
| Availability: | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, Technology Uses in Education, Multimedia Materials, Educational Technology, Learning Motivation, Flipped Classroom, Peer Teaching, Teaching Methods, Feedback (Response), Educational Strategies, College Freshmen, Student Participation, Academic Achievement, Educational Innovation, Interaction |
| ISSN: | 1941-1766 |
| Abstract: | With the increasing need for dynamic and engaging educational experiences, methodologies are essential to captivate and motivate students effectively. As the digital age progresses, students are more accustomed to interactive and multimedia-rich environments, making it imperative for educational strategies to evolve accordingly. This paper proposes a four-phase classroom methodology called ITIF, immersed in an interactive learning platform, and demonstrates its high effectiveness in capturing the students' attention and improving their motivation. Through an interactive learning platform, this methodology merges elements of proven didactic techniques like flipped classroom, peer instruction, and some aspects of other active teaching methods. This platform allows immediate feedback to the student and the teacher so that the educational strategy can be adapted according to the group's progress. The ITIF methodology was implemented in first-year engineering courses with physics and mathematics content. The quantitative measurements indicated that student motivation remained at high levels, and it was also observed that the more students participate in class through the platform, the higher their academic grades. These findings suggest that the ITIF methodology can be a valuable tool for educators, providing a flexible and effective approach to enhance student engagement and academic performance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487179 |
| Database: | ERIC |
| Abstract: | With the increasing need for dynamic and engaging educational experiences, methodologies are essential to captivate and motivate students effectively. As the digital age progresses, students are more accustomed to interactive and multimedia-rich environments, making it imperative for educational strategies to evolve accordingly. This paper proposes a four-phase classroom methodology called ITIF, immersed in an interactive learning platform, and demonstrates its high effectiveness in capturing the students' attention and improving their motivation. Through an interactive learning platform, this methodology merges elements of proven didactic techniques like flipped classroom, peer instruction, and some aspects of other active teaching methods. This platform allows immediate feedback to the student and the teacher so that the educational strategy can be adapted according to the group's progress. The ITIF methodology was implemented in first-year engineering courses with physics and mathematics content. The quantitative measurements indicated that student motivation remained at high levels, and it was also observed that the more students participate in class through the platform, the higher their academic grades. These findings suggest that the ITIF methodology can be a valuable tool for educators, providing a flexible and effective approach to enhance student engagement and academic performance. |
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| ISSN: | 1941-1766 |
