Abstract:

One of the persistent challenges in engineering education is helping students connect theoretical concepts with their computational implementation and practical application. In many laboratory and computational courses, modelling techniques and numerical tools are often introduced through independent exercises, which can lead students to perceive each topic as a separate unit rather than as part of a coherent engineering workflow. This fragmentation can hinder the development of integrative thinking, which is essential for addressing real-world engineering problems.

This paper presents a pedagogical methodology based on the progressive construction of a computational notebook using MATLAB Live Scripts. Rather than completing disconnected assignments, students develop their own evolving Live Script throughout the course, integrating theoretical summaries, code implementations, simulations, and visualizations in a single structured document. The Live Script thus becomes both a learning environment and a personalized technical notebook where concepts introduced at different stages of the course are progressively connected.

The proposed methodology follows a sequential learning process in which theoretical content presented during lectures is incorporated into the notebook through guided computational activities. As new topics are introduced, students expand their own scripts with additional models, algorithms, and analysis tools. This progressive structure allows them to reuse previously developed code, observe the relationships between different modelling approaches, and understand how complex engineering systems emerge from the integration of simpler components.

Particular emphasis is placed on the application of theoretical models to realistic engineering scenarios. Practical activities are designed around applied problems that reflect professional engineering tasks, allowing students to explore how computational models can support decision-making and system analysis in real contexts. By progressively building their computational notebooks, students develop not only technical competencies but also a structured record of their learning process that can serve as a reference for future courses and professional practice.

The methodology also incorporates an evaluation framework embedded within the Live Script structure, combining guided exercises and rubric-based assessment for practical assignments and final projects. This approach preserves the integrative nature of the notebook while facilitating transparent and consistent evaluation.

The framework is designed to be adaptable across engineering disciplines. Its implementation is discussed in two engineering courses—Fundamentals of Air Navigation in Aerospace Engineering and Hydraulic Infrastructures in Civil Engineering—illustrating how the same pedagogical structure can support different technical contexts while maintaining a coherent computational learning pathway.

Keywords:

Computational Notebooks, Active Learning, Simulation-Based Learning.