Abstract:

This work presents a detailed description of an educational experience employing an adaptive learning strategy within an integrated introductory course covering physics, mathematics, and computing. The course structure is meticulously divided into four distinct modules, each designed to build on the previous ones and progressively deepen students' understanding and skills.

The first two modules are dedicated to fundamental concepts of physics. These modules cover essential topics such as motion in one and two dimensions, Newton's laws of motion, the concepts of work and impulse, and the conservation laws of energy, linear momentum, and angular momentum. The instruction in these modules aims to provide students with a solid foundation in the basic principles of mechanics, crucial for their subsequent courses. The third module shifts the focus to mathematics, specifically addressing the algorithmic aspects of differential and integral calculus of a single variable. This module not only teaches the theoretical foundations of calculus but also allows students to apply these concepts to solve problems where the language of calculus is required, reinforcing their understanding of the physical principles discussed in the first two modules. In the fourth and final module, students are introduced to numerical methods for solving integrals and differential equations using Matlab. This module is particularly important as it bridges the gap between theoretical knowledge and practical application. Students learn to implement numerical algorithms and solve complex physical problems related with the previous modules using computational tools.

The course leverages two main educational platforms: Realizeit and Canvas. Realizeit is used to provide a wide range of materials, including readings, videos, and solved exercises. It also features an evaluation system that offers immediate feedback and personalized recommendations for further study, thus supporting adaptive learning. Canvas, on the other hand, is used to present the overall teaching plan and host various in-class activities. This dual-platform approach ensures that students have access to comprehensive resources and structured guidance throughout the course.

This educational experience was conducted over several semesters, specifically AD2022, FJ2023, AD2023, and FJ2024, at the Tecnológico de Monterrey, Campus Estado de México. The longitudinal nature of this implementation allowed for the collection of extensive data on student performance and learning outcomes. The paper concludes with an analysis of the learning outcomes achieved by the students who participated in this adaptive learning experience. The results highlight the effectiveness of the integrated course design and adaptive learning strategy in enhancing the understanding and application of physics concepts using mathematical and computational tools. This study provides valuable insights into the benefits of adaptive learning in higher education and offers a model that can be replicated in similar educational settings.

Keywords:

Technology, Educational Innovation, Higher Education, Adaptive Learning, Integrated Course.