Transforming Algebra-Based Introductory Physics courses with Personalized Adaptive Learning to Enhance Student Engagement and Success

The algebra-based physics sequence at the University of Central Florida has been a bottleneck for non-Physics STEM majors, affecting retention and time-to-degree completion. To address this, College Physics I (PHY2053) and II (PHY2054) courses have been redesigned with Personalized Adaptive Learning (PAL) technology, which tailors content and problem-solving paths to each student's unique skills, learning preferences, and performance.

PAL has provided students with flexible, interactive learning experiences, allowing them to engage with material before lectures and practice problem-solving at their own pace. Adaptive assignments present dynamically generated questions picked from instructor-designed question banks, track student progress, and facilitate instructor intervention through a just-in-time dashboard. The timely instructor support enhances the learning experience by addressing the challenges as they arise.

This presentation will cover insights from the course redesign, student learning gains, learner feedback, and strategies for implementing adaptive learning in physics to enhance student engagement and success.