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This work presents a student-centered approach grounded in scaffolded, universally-designed, mastery-based, and gameful learning. The redesign chunks content, uses multiple delivery modalities, and replaces traditional grading with repeatable short quizzes in randomized versions. Findings indicate improved mastery, greater ownership, increased learning support, and more inclusive, equitable outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pedagogically-grounded-techniques-and-technologies-for-enhancing-student-learning-volume-11-issue-3/589262/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pedagogically-grounded-techniques-and-technologies-for-enhancing-student-learning-volume-11-issue-3/589262.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article identify with conventional engineering courses?","Question",{"text":112,"@type":113},"It argues that traditional lecture-centered formats and high-stakes, time-limited exams do not align with best educational practices and can increase stress while undermining learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the redesigned course structured to support learning?",{"text":117,"@type":113},"Content was chunked into small topics, delivered through multiple modalities (text references, virtual lectures, condensed slides, summary sheets, and short videos), and assessed through a point system using multiple quizzes with repeat attempts and unique student versions.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teaching frameworks guided the instructional approach?",{"text":121,"@type":113},"The approach was based on four pedagogical domains: scaffolded learning, universally-designed instruction, mastery-based learning, and gameful learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589262,1792189296,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2023: VOLUME 11 ISSUE 3  \nDOI: 10.18260/3-1-1153-36049  \nPedagogically Grounded Techniques and Technologies for Enhancing Student Learning  \nMARK A. BURNS VALERIE N. JOHNSON KELLIE GRASMANSANAZ HABIBI KAYLEE A. SMITH ANNA KAEHR  \nMALIA F. LACAR  \nAND  \nBRIAN YAM University of Michigan Ann Arbor, MI 48109  \nABSTRACT  \nMany engineering courses rely on in-person lectures and textbooks for content delivery, with homework sets and exams for evaluating and reinforcing student progress. Yet some research studies have shown that exams—high-pressure, time-limited assessments—are detrimental to the learning process and unnecessarily increase students’ stress. We describe a new student-centered teaching approach based on four pedagogical domains: scaffolded, universally-designed, mastery-based, and gameful learning. The approach was implemented in an engineering course by first chunking the content into small, easily digestible topics. Next, multiple modalities were used to deliver this content, including textbook references, virtual lectures, condensed presentation slides, summary sheets, and two-minute videos. Finally, the typical grading system was replaced by a point system using multiple 10-and 20-point quizzes, all of which could be attempted multiple times through unique versions for each student. Several findings emerged from our examination of this overall instructional strategy. The flexibility in learning and assessment enhanced students’ mastery of content and maximized their sense of ownership in the learning process. The multiple attempts on quizzes provided the students with more freedom to fail and resulted in a more supportive learning environment. Last, the multimodal delivery and self-controlled assessment process promoted inclusive and equitable learning. This course structure can be translated to many other engineering courses, with spreadsheetsand a web-based quiz making program developed to assist in the process.  \n2023: VOLUME 11 ISSUE 3 77  \nADVANCES IN ENGINEERING EDUCATION  \nPedagogically Grounded Techniques and Technologies for Enhancing Student Learning  \nBACKGROUND  \nConventional lecture-based university courses, with periodic homework assignments, two or more exams, and a cumulative final exam as the chief means of assessment, do not align with best practices in education. Instead, research indicates that interactive teaching with regular formative assessments enhances university students’ learning and engagement in engineering and other STEM fields (Felder et al. 2011; Freeman et al. 2014; Qadir et al. 2020; McCallum and Milner 2021) . Even as some engineering faculty members hold tightly to traditional methodologies, others have long experimented with alternative instructional and assessment strategies (Olds et al. 2005; Moore 2016; Halls et al. 2021) . In 2019, Brito et al forecasted that engineering education would be radically disrupted by various emerging technologies, from artificial intelligence to the internet and cellular phones, resulting in a blending of digital and physical worlds. Even so, few could have anticipated the seismic instructional changes wrought by the pandemic.  \nRe-designing a university course is rightly understood as labor-intensive under the most ordinary conditions, but all the more when shuttered physical classrooms force a rapid transition to virtual instruction and heighten stress for faculty members and students alike. Yet these same challenges have accelerated the implementation of innovative instructional approaches in engineering education, as demonstrated ina special issue of Advances in Engineering Education dedicated to engineering educators’ responses to COVID-19 (Chen et al. 2020) . For a faculty member returning to the classroom after a decade-long administrative hiatus at the University of Michigan—and entering a fully virtual classro","cbCaisB06bMjFMX7","https://ap.wps.com/l/cbCaisB06bMjFMX7","pdf",750775,31,"English","# Abstract\n# Background\n# Re-designing the Course\n# Pedagogical Domains","[{\"question\":\"What problem does the article identify with conventional engineering courses?\",\"answer\":\"It argues that traditional lecture-centered formats and high-stakes, time-limited exams do not align with best educational practices and can increase stress while undermining learning.\"},{\"question\":\"How was the redesigned course structured to support learning?\",\"answer\":\"Content was chunked into small topics, delivered through multiple modalities (text references, virtual lectures, condensed slides, summary sheets, and short videos), and assessed through a point system using multiple quizzes with repeat attempts and unique student versions.\"},{\"question\":\"Which teaching frameworks guided the instructional approach?\",\"answer\":\"The approach was based on four pedagogical domains: scaffolded learning, universally-designed instruction, mastery-based learning, and gameful learning.\"}]","Pedagogically Grounded Techniques and Technologies for Enhancing Student Learning - Volume 11 - Issue 3 | PDF",1792066855,78]