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Abstract This extended abstract presents technology-enabled interventions that aim to enhance students’ engagement and performance with introductory fluid mechanics concepts in an online setting. We describe the development of a set of interventions consisting of (1) homework assignments with Matlab Live Scripts and (2) teamwork missions of building or finding fluid mechanics systems with everyday resources using a scavenger hunt mobile app. We explain how these tools are integrated with both synchronous and asynchronous instructions and assessments and compare that to the previous academic year when the course was taught in person. To evaluate the impact of these experiences on students we employ two different instruments. First, we compare students' performance in a Fluid Mechanics Concept Inventory assessment taken at the end of each semester. Furthermore, to measure the impact of changes introduced on students' learning behavior, thinking habits, and the sense of self-efficacy we use a set of validated items from Motivated Strategies for Learning Questionnaire (MSLQ) survey to track attitudinal changes between these two cohorts. Based on the collected data we then discuss the efficacy of our interventions for teaching fluid mechanics in an online setting and identify areas needing further improvement and redesign.
Fatehiboroujeni et al. (Thu,) studied this question.