Theses and Dissertations

Advisor

Strawdreman, Lesley

Committee Member

Jones, Bryan

Committee Member

Mohammadi-Aragh, Jean

Committee Member

Wei, Tianlan

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Engineering (Engineering Education)

Degree Name

Doctor of Philosophy (Ph.D.)

College

James Worth Bagley College of Engineering

Department

James Worth Bagley College of Engineering

Abstract

This dissertation investigates the dynamic interplay between pedagogical strategies, learner diversity, and emerging educational technologies through three interconnected studies. Study 1 compares Traditional instruction, Problem-Based Learning (PBL), and Simulation-Based Learning (SBL), revealing that while PBL and SBL enhance student performance—particularly PBL—their impact on perceived learning varies. Notably, SBL reduced perceived learning despite strong outcomes, underscoring the affective and metacognitive complexities of active learning. Study 2 examines the role of demographic factors such as gender, ethnicity, employment, and first-generation status, finding no significant main effects but identifying a key two-way and three-way interactions, suggesting that instructional effectiveness is influenced by the intersection of student identities. Study 3 explores student and faculty perceptions of assessment and AI technologies, highlighting both shared and divergent views. While both groups agree on assessment alignment with learning outcomes, students favor frequent assessments and AI for learning support, whereas faculty express concerns about assessment overload and AI fairness. Collectively, the findings underscore three key themes: the nuanced benefits and challenges of active learning; the importance of learner context and identity; and the complexities of integrating educational technology. These insights offer critical implications for equitable, effective, and future-ready teaching practices.

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