Student Perceptions of Adaptive Learning Modules for General Chemistry

Due to the sheer breadth of content covered and large enrollment numbers in fundamental chemistry courses at the University of Central Florida (UCF), instructors and course designers often look for ways to accommodate a high degree of learner variability—in terms of interest, background, and content knowledge—to enhance the potential for student success. One way to accomplish this is through incorporating an adaptive instructional system (AIS), such as Canvas Mastery Paths (MP), into the course design and implementation processes: a method ultimately aimed at improving student learning outcomes through the development and delivery of flexible, robustly aligned content–assessment sequences. In the current study, four (4) MP course modules on the topics of Measurements, Atomic Theory, Quantum Mechanics, and Molecular Polarity were created, with two optional surveys administered at the completion of the modules to gather insight into students’ sentiments toward and perceived learning impact from MP. Overall, students felt like they had a better understanding of the course material and that MP had improved their attitude toward general chemistry.