Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (27)
- Teacher Education and Professional Development (27)
- Curriculum and Instruction (20)
- Educational Methods (19)
- Higher Education and Teaching (19)
-
- Scholarship of Teaching and Learning (17)
- Online and Distance Education (12)
- Social and Behavioral Sciences (10)
- Educational Assessment, Evaluation, and Research (9)
- Arts and Humanities (8)
- Curriculum and Social Inquiry (8)
- Educational Technology (7)
- Other Education (7)
- Business (6)
- Science and Mathematics Education (6)
- Educational Administration and Supervision (5)
- Elementary Education (5)
- Language and Literacy Education (5)
- Physical Sciences and Mathematics (5)
- Secondary Education (5)
- Educational Leadership (4)
- Mathematics (4)
- Adult and Continuing Education (3)
- Bilingual, Multilingual, and Multicultural Education (3)
- Communication (3)
- Community College Leadership (3)
- Digital Humanities (3)
- Disability and Equity in Education (3)
- English Language and Literature (3)
- Institution
-
- Australian Council for Educational Research (ACER) (27)
- Utah State University (11)
- University of Kentucky (6)
- Purdue University (4)
- University of South Florida (4)
-
- Claremont Colleges (3)
- Kansas State University Libraries (3)
- Kennesaw State University (3)
- Brigham Young University (2)
- Eastern Illinois University (2)
- Edith Cowan University (2)
- Fort Hays State University (2)
- Grand Valley State University (2)
- Illinois State University (2)
- Loyola Marymount University and Loyola Law School (2)
- Nova Southeastern University (2)
- Southeastern University (2)
- State University of New York College at Buffalo - Buffalo State College (2)
- Western Michigan University (2)
- Bank Street College of Education (1)
- Columbus State University (1)
- Eastern Kentucky University (1)
- Fayetteville State University (1)
- Gardner-Webb University (1)
- Lindenwood University (1)
- Minnesota State University, Mankato (1)
- Montclair State University (1)
- Portland State University (1)
- Stony Brook University (1)
- The University of Southern Mississippi (1)
- Publication Year
- Publication
-
- Connect (27)
- Journal on Empowering Teaching Excellence (11)
- Greater Faculties: A Review of Teaching and Learning (6)
- Atlantic Marketing Journal (3)
- Journal of Practitioner Research (3)
-
- Australian Journal of Teacher Education (2)
- CODEE Journal (2)
- Educational Considerations (2)
- Interdisciplinary Journal of Problem-Based Learning (2)
- Journal of Applied Social Science Research and Practice (2)
- Journal of Catholic Education (2)
- Journal of Communication Pedagogy (2)
- Journal of Inquiry and Action in Education (2)
- Journal of Response to Writing (2)
- Access*: Interdisciplinary Journal of Student Research and Scholarship (1)
- Basic Communication Course Annual (1)
- College Student Affairs Leadership (1)
- Communications in Information Literacy (1)
- Current Issues in Emerging eLearning (1)
- Exigence (1)
- Experiential Learning & Teaching in Higher Education (1)
- International Journal for Business Education (1)
- International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM (1)
- Journal of Applied Sport Management (1)
- Journal of Applied and Educational Research (1)
- Journal of Educational Technology Development and Exchange (JETDE) (1)
- Journal of English Learner Education (1)
- Journal of Humanistic Mathematics (1)
- Journal of Occupational Therapy Education (1)
- Journal of Organizational & Educational Leadership (1)
Articles 1 - 30 of 102
Full-Text Articles in Education
Using Reflective Practice To Change Students’ Perceptions Of Technology And Engineering Education, Josie Gage
Using Reflective Practice To Change Students’ Perceptions Of Technology And Engineering Education, Josie Gage
SACAD: John Heinrichs Scholarly and Creative Activity Days
Objective: Evaluate the effect reflective practice has on Technology and Engineering (TEE) students
Design: Non-experimental, mixed methods, comparative
Setting: TEE / CTE classroom at secondary level
Participation: 9-12 grade TEE students for one school year
Results: Pending results and data collection
Don't Panic! Chatgpt Doesn't Have All The Answers., Elizabeth Tate, Will Phillips, Shawn Keough
Don't Panic! Chatgpt Doesn't Have All The Answers., Elizabeth Tate, Will Phillips, Shawn Keough
Journal of the North American Management Society
This theoretical paper aims to examine the potential benefits and harms of using ChatGPT, a large language model, in post-pandemic higher education institutions. Specifically, we explore how ChatGPT can assist educators in creating more interactive and personalized learning experiences for students. Additionally, we consider the potential negative effects of relying too heavily on ChatGPT. Furthermore, we address the ethical concerns raised by using ChatGPT in the classroom, such as issues of privacy and bias. Overall, this theoretical paper provides an analysis of the use of ChatGPT for promoting quality education in a post-COVID world.
Applying The Sir Model: Can Students Advise The Mayor Of A Small Community?, Carrin Goosen, Mark I. Nelson, Mahime Watanabe
Applying The Sir Model: Can Students Advise The Mayor Of A Small Community?, Carrin Goosen, Mark I. Nelson, Mahime Watanabe
CODEE Journal
This is an account of a modelling scenario that uses the sir epidemic model. It was used in a third year applied mathematics subject. All students were enrolled in a mathematics degree of some type. Students are presented with the results of a test carried out on 100 individuals in a community containing 3000 people. From this they determined the number of infectious and recovered individuals in the population. Given the per capita recovery rate and making a suitable assumption about the number of infectious individuals at the start of the epidemic, they then estimate the infectious contact rate and …
Www (When Websites Work): Students’ Perceptions Of Their Engagement When Using A Website Creation Tool, Jamie J. Els
Www (When Websites Work): Students’ Perceptions Of Their Engagement When Using A Website Creation Tool, Jamie J. Els
Perspectives In Learning
When students find value in technology and can apply that technology in their learning and beyond, they become more actively engaged in the classroom. After having first-year seminar students use Web 2.0 technology, specifically a website creation tool as part of an assignment, they participated in a survey to provide feedback over their engagement in creating a Google Sites® website. Quantitative and qualitative data was collected and analyzed to determine students’ perceptions of their engagement when using website creation tools to complete a modified discussion assignment. Results indicated students were significantly more engaged than the normal population when they used …
Impact Of Library Instruction Tutorial Format On Student Preference And Performance In First-Year Chemistry, Tara Stieglitz, Lindsey Whitson
Impact Of Library Instruction Tutorial Format On Student Preference And Performance In First-Year Chemistry, Tara Stieglitz, Lindsey Whitson
Communications in Information Literacy
This research study investigates the effects of library instruction tutorial format (written versus video) on student preference and performance in chemistry education. The authors assessed the format of tutorials used to provide library instruction in an introductory chemistry course by observing 27 student participants as they took in instructions in either a video or a written format and then completed two chemistry information tasks. While participants expressed strong preferences for particular formats, neither the video tutorials nor the written instructions significantly improved task completion speed or performance. Rather, the authors determined that student preference alone is enough to justify the …
Evaluating Active Lecture And Traditional Lecture In Higher Education, Kathleen Klein, Jennifer Calabrese, Adam Aguiar, Sunny Mathew, Kimoni Ajani, Rania Almajid, Jennifer Aarons
Evaluating Active Lecture And Traditional Lecture In Higher Education, Kathleen Klein, Jennifer Calabrese, Adam Aguiar, Sunny Mathew, Kimoni Ajani, Rania Almajid, Jennifer Aarons
Journal on Empowering Teaching Excellence
Access the online Pressbooks version of this article here.
The purpose of this study was to evaluate the effectiveness of traditional and active lecture methods in higher-education courses. A multiple group convergent parallel mixed method design was used, with measurement of learning, attention, and student preference for active or traditional lecture methods. Six faculty at a public university in the northeast region of the United States engaged 178 undergraduate and graduate students in a traditional lecture session and an active lecture session during the Spring 2022 semester. Results indicated effectiveness of active and traditional lecture approaches (p < .05). Analysis of qualitative and quantitative data in the study provides additional information regarding student preference for active lecture based on perceptions of increased learning benefits, interaction/engagement, attention, activities, discussion, and the use of multimedia. In implementing both traditional and active lecture sessions this study employed pre-lecture and post-lecture quizzes that students found to be very beneficial to learning.
Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 2, Fall 2023
Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 2, Fall 2023
Journal on Empowering Teaching Excellence
The full-length Fall 2023 issue (Volume 7, Issue 2) of the Journal on Empowering Teaching Excellence
Access the online Pressbooks version (with downloadable EPUB format) here.
The Fall 2023 issue presents research and guidance on topics related to educational adaptation. The first article by C. Farrell describes an adaptation of the interteaching method to the hybrid delivery method. The second article by C. C. Loose and R. Jagielo-Manion describes a study of modules on personalized learning to preservice teachers and its impact on their comfort level and preparation to implement personalized learning in their classrooms. The third article by B. …
Creative Writing Must Play A Bigger Role In The English Classroom, Yekaterina Mckenney
Creative Writing Must Play A Bigger Role In The English Classroom, Yekaterina Mckenney
New Jersey English Journal
English language and literature teachers must implement more creative writing -- fiction and fanfiction -- into their high-school instruction in order to increase student engagement and invigorate their teaching.
An Investigation Of The Advantages And Disadvantages Of University Students As Avatars In Virtual Learning Spaces, Gary Burnett, Catherine Harvey
An Investigation Of The Advantages And Disadvantages Of University Students As Avatars In Virtual Learning Spaces, Gary Burnett, Catherine Harvey
International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM
Authors have noted the increasing importance of avatars in Higher Education, as more teaching is conducted virtually, drawing upon gaming conventions. However, it is also recognised that little is known about how students make use of avatars (especially over an extended period) and the subsequent impact on learning experiences. For the last three years, a university module has been conducted within a persistent virtual world – where students (49 in 2020; 95 in 2021; 122 in 2022) predominantly interact with each other and teaching staff in avatar form. Observation data constitutes 60 hours of video recordings of virtual world seminars. …
Written Corrective Feedback And Learner Engagement: A Case Study Of A French As A Second Language Program, Maria-Lourdes Lira-Gonzales, Antonella Valeo
Written Corrective Feedback And Learner Engagement: A Case Study Of A French As A Second Language Program, Maria-Lourdes Lira-Gonzales, Antonella Valeo
Journal of Response to Writing
Within the context of second language (L2) writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Research has highlighted the dynamic nature of learner engagement with corrective feedback (WCF), but the ways in which learner and contextual factors impact such engagement with WCF in authentic classrooms are still underexplored (Han, 2019). Furthermore, little is known about how L2 learners engage with WCF from an ecological perspective, which considers the relationships between learners and their surrounding environments (Bronfenbrenner,1993; van Lier, 2000).
Situated in an adult French as a second …
Engaging Students And Teaching Life Skills Through Community Collaboration, Kim Stein
Engaging Students And Teaching Life Skills Through Community Collaboration, Kim Stein
Language Arts Journal of Michigan
Collaboration with the Youth First Program of Saginaw increased students' engagement in eleventh-grade English. Students bonded with community partners, their teacher, and their peers in new ways which produced an environment of mutual respect and deeper learning. Students engaged in a debate project which garnered recognition from school administrators and community members, who were influenced to enact positive changes for the school community.
Effects Of Synchronous And Asynchronous Online Instructional Approaches On English-Learning Undergraduate College Students: An Exploratory Study, Ivana Markova, Cristina Azocar
Effects Of Synchronous And Asynchronous Online Instructional Approaches On English-Learning Undergraduate College Students: An Exploratory Study, Ivana Markova, Cristina Azocar
Journal of English Learner Education
Although the significance of the use of online classes remains evident due to their growing prevalence at US universities, they still remain an untested experience for countless English learners (ELs). This research explores EL students’ perceptions of the opportunities for interaction in synchronous and asynchronous online university classroom modalities. It also examines how socioacademic relations and Bandura’s social learning theory can explain the interactions between students and instructors that influence EL students’ literacy development. Participants (n=105) were selected from a large sample pool of 261 EL undergraduate student participants aged 18 to 35. A mixed methods design was …
Feedback As Boundary Object: Intersections Of Writing, Response, And Research, Lindsey Harding, Joshua King, Anya Bonanno, Joseph Powell
Feedback As Boundary Object: Intersections Of Writing, Response, And Research, Lindsey Harding, Joshua King, Anya Bonanno, Joseph Powell
Journal of Response to Writing
While a great deal is known about instructor response to student writing—from commenting practices to student perceptions—less is known about how feedback impacts students’ writing and writerly development. While we set out to study students’ explicit engagement with written instructor feedback, our initial experimental design was disrupted by the COVID-19 pandemic. Accordingly, we describe the dialogic collaborative process that emerged as we considered both the data we were able to collect and, in turn, feedback anew. This article proposes that feedback on student writing is a boundary object which affords those interacting with it the opportunity for collaboration despite the …
Practicing Critical Thinking Skills Within A Pedagogy Of Renewal, Edward A. Hinck
Practicing Critical Thinking Skills Within A Pedagogy Of Renewal, Edward A. Hinck
Journal of Communication Pedagogy
The COVID-19 “pivot” created challenges for instructors in adapting their teaching strategies to the various forms of technology available for virtual delivery. One positive outcome discovered for teaching an introduction to debate class was the use of Blackboard’s discussion board feature to assess student learning regarding understanding and application of concepts of evidence and reasoning for an introduction to debate class. This essay provides an account of how I adapted my teaching strategies, the assignment for student participation created to assess student learning, and positive outcomes for students needing time to process arguments and respond in a virtual forum.
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
Journal of Practitioner Research
Whole group math talks, or number talks, are a common practice to get students talking about their own understanding of mathematical concepts. The purpose of this study was to implement math talks in small group settings to see what would happen, specifically to students’ conceptual understanding as well their general perceptions of math talks. This study took place in a fourth-grade math classroom, and math talks were implemented with the whole class for a week and then moved to small groups for the remaining three weeks of the study. During the study, a pre-and post-assessment was given, field notes were …
Investigating The Impact On Student Engagement From Converting Face-To-Face Classes To Online In Response To Covid-19, Anita Whiting
Investigating The Impact On Student Engagement From Converting Face-To-Face Classes To Online In Response To Covid-19, Anita Whiting
Atlantic Marketing Journal
Paper investigates the impact on student engagement from converting traditional face-to-face classes to online in response to Covid-19. In particular, this study investigated the impact of conversion to online on four different types of student engagement: (1) participation engagement, (2) emotional engagement, (3) skill engagement, and (4) performance engagement. Survey data were collected from 160 business students who had their face-to-face classes converted to online due to Covid-19. Results of study show that all four types of student engagement significantly declined when classes were converted to online. Participation engagement declined the most while performance engagement declined the least. Non-traditional students …
Recovery As A Gift Of Blackness: Epistemic Justice In Community Engagement And Learning, James B. Lin, Isoke N. Femi, Barbara Lin, Lillian Mark
Recovery As A Gift Of Blackness: Epistemic Justice In Community Engagement And Learning, James B. Lin, Isoke N. Femi, Barbara Lin, Lillian Mark
Experiential Learning & Teaching in Higher Education
The submission illuminates the use of Recovery Circles, a community-based practice developed in and by a San Francisco African American community, as a participatory methodology for on-site multicultural student reflection and growth.
Ludic Pedagogy: Taking A Serious Look At Fun In The Covid-19 Classroom And Beyond, Sharon Lauricella, T. Keith Edmunds
Ludic Pedagogy: Taking A Serious Look At Fun In The Covid-19 Classroom And Beyond, Sharon Lauricella, T. Keith Edmunds
Educational Considerations
The COVID-19 pandemic has affected deep reflection in higher education classrooms: how do we attract and retain students to (temporary but nevertheless increasing) online learning experiences, how do we keep them at our universities and colleges, and how do we give students a learning experience from which they will remember meaningful information? In this paper, we introduce a new pedagogical framework that we call Ludic Pedagogy. We address the four elements of this model: fun, positivity, play, and playfulness. Each of the elements is described in turn, together with literature outlining how each contributes to a positive classroom environment that …
Examining Motivation In Turbulent Times: A Self-Determination Theory Replication, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Examining Motivation In Turbulent Times: A Self-Determination Theory Replication, Jessalyn I. Vallade, Renee Kaufmann, T. Kody Frey
Basic Communication Course Annual
The purpose of this study was to replicate and extend previous work (Chiu, 2021a, 2021b; Vallade et al., 2020) by applying self-determination theory (Deci & Ryan, 1985) to student motivation and engagement in the basic communication course during the shift to online learning in the initial onset of the COVID-19 pandemic. Results indicated that students were most often motivated and engaged through instructor communication and behavior that met their need for relatedness, with a particular emphasis on instructor presence. Theoretical and practical implications of these results are discussed within the context of the basic communication course.
Factors Affecting Student Engagement In Online Teaching And Learning: A Qualitative Case Study, Basilius R. Werang Brw, Seli Marlina Radja Leba
Factors Affecting Student Engagement In Online Teaching And Learning: A Qualitative Case Study, Basilius R. Werang Brw, Seli Marlina Radja Leba
The Qualitative Report
Students’ engagement is a decisive prerequisite for effective teaching and learning. Yet, the discussion on students’ engagement in online teaching and learning is still limited. In this study, we explore online lecturers’ perceptions of factors affecting student engagement in online teaching and learning offered at Musamus University, Indonesia. To reach this objective, we employed a qualitative case study using in-depth interviews with 10 online lecturers. Obtained data were thematically analyzed. Results of data analysis revealed that students’ lack of access to a personal computer or smartphone, as well as the internet, were found to be the most significant factors affecting …
Characteristics Of Initial Posts And Peer Engagement: Density Score Analyses For Social Presence In Online Discussions, Kathy Hanselman, Leping Liu
Characteristics Of Initial Posts And Peer Engagement: Density Score Analyses For Social Presence In Online Discussions, Kathy Hanselman, Leping Liu
Journal of Educational Technology Development and Exchange (JETDE)
A common activity in online courses that allows for student interaction is the asynchronous discussion; however, discussions do not inherently lead to meaningful engagement among students. This study explores how the moves that students make in their initial discussion posts influence the emotional engagement of their peers in response posts. 1500 asynchronous online discussion messages were collected from an undergraduate online course offered at a western state university. 608 online discussion threads were analyzed to determine how the characteristics of initial posts are associated with the engagement in peer responses. Six characteristic variables from initial posts were identified and analyzed. …
Profile Interview With Faculty Mentor Dr. Jason Ware, C. Max Otterbacher
Profile Interview With Faculty Mentor Dr. Jason Ware, C. Max Otterbacher
Purdue Journal of Service-Learning and International Engagement
Dr. Jason Ware is a clinical assistant professor in the Honors College with a courtesy appointment in the College of Education.
Higher Education Response To Challenges During Covid-19 Pandemic, Luke Byram
Higher Education Response To Challenges During Covid-19 Pandemic, Luke Byram
Access*: Interdisciplinary Journal of Student Research and Scholarship
This paper explores the response of international higher education to the COVID-19 pandemic through the lenses of broadband connectivity, faculty fatigue over teaching online and student performance during the public health crisis. It also addresses the global supply chain challenges the world experienced and its effect on higher education related to technology. Finally, the paper identifies lessons learned and strategies for future success for higher education in an online environment.
Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman
Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman
Journal of Communication Pedagogy
As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege …
Pragmatic Humanism In Csd Diversity Education: A Conceptual Framework To Engage Students Across The Political And Cultural Spectrum, Tobias A. Kroll, Ana Honnacker, Christopher Townsend
Pragmatic Humanism In Csd Diversity Education: A Conceptual Framework To Engage Students Across The Political And Cultural Spectrum, Tobias A. Kroll, Ana Honnacker, Christopher Townsend
Teaching and Learning in Communication Sciences & Disorders
The purpose of this reflection on scholarly teaching is to outline the difficulties arising when critical race theory, in its misappropriated and popularized form that dominates current discourse, is deployed as the sole educational framework in CSD education. We wish to offer an alternative framework, pragmatic humanism. The latter is expounded as a paradigm that can reap the benefits of critical race theory without succumbing to the absolutist claims of its popularized variant. It will be argued that pragmatic humanism is a useful framework for diversity teachers in CSD who are faced with an overwhelmingly White, conservative student body that …
Where Is The Target? An Examination Of The Conceptions Of Student Engagement Within A School Community, Gary Andersen, Linda E. Feldstein Ed. D.
Where Is The Target? An Examination Of The Conceptions Of Student Engagement Within A School Community, Gary Andersen, Linda E. Feldstein Ed. D.
Educational Considerations
In 2017, the Kansas State Department of Education (KSDE) launched an ambitious school redesign project. High Plains High School (pseudonym) was among the schools selected for redesign, and as part of their plan, High Plains High School (HPHS) faculty and staff administered a survey to students. Survey results indicated approximately 38% of students felt “disengaged” at school. HPHS administrators found these results worthy of study, in an attempt to understand how students, faculty, and families were conceptualizing school engagement. Results indicate that each constituency tended toward differing concepts of what it means to be engaged in the classroom. Implications include …
Feed My Sheep: A Framework For Lay Educator Faith Formation In Catholic Schools, Ronald D. Fussell Ed.D.
Feed My Sheep: A Framework For Lay Educator Faith Formation In Catholic Schools, Ronald D. Fussell Ed.D.
Journal of Catholic Education
In this grounded theory study, qualitative data from 11 educators in six diocesan high schools in the New England region revealed an interrelated framework for lay educator faith formation. Dimensions of that framework include the educator’s relationship to the Church, interconnected processes of prayerful reflection and personal encounter, formative experiences with the lives of students, and formation in service as an outward expression of Catholic school identity. Participants also identified how occurrences of disruptive transitions and crises can unite and galvanize Catholic school communities in support of a common faith. By understanding how these dimensions relate to one another, Catholic …
Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021
Full Issue: Journal On Empowering Teaching Excellence, Volume 5, Issue 1, Spring 2021
Journal on Empowering Teaching Excellence
The full Spring 2021 issue (Volume 5, Issue 1) of the Journal on Empowering Teaching Excellence
Engaging Students Early By Internationalizing The Undergraduate Calculus Course, Chinenye Ofodile
Engaging Students Early By Internationalizing The Undergraduate Calculus Course, Chinenye Ofodile
CODEE Journal
Today's world is global. However, despite increasing numbers and diversity of participants in Study Abroad programs, only 10% of U. S. college students get that experience. There is an ever-growing need for students to become aware of and experience other cultures, to understand why others think and act differently. Internationalization is the conscious effort, begun nearly 40 years ago, to integrate an international, intercultural, and global dimension into the purpose, functions, and delivery of post-secondary education.
Albany State University began a Global Program Initiative in the 1990s. In 2016, we extended into mathematics the curriculum innovations of this program. The …
Hello, Are You There? Creating And Measuring Online Student Engagement, Kirsten Passyn
Hello, Are You There? Creating And Measuring Online Student Engagement, Kirsten Passyn
Atlantic Marketing Journal
Engaging students in an online environment is frustrating for faculty and a concern of administration. Faculty and students report lower levels of satisfaction and lower engagement in online versus face to face learning. Dropout rates in fully online courses are often two times higher than face to face courses. This research attempted to engage online students by embedding a gamification-based scavenger hunt in an online course. Engagement was measured using a combination of quantitative and qualitative measurements. Although the scavenger hunt didn't significantly engage low performing students, it did motivate and deepen top-performing students' engagement. Interestingly, qualitative-based engagement measures proved …