2025 ASEE Annual Conference & Exposition

This instructional initiative in the format of a full paper highlights compelling teaching techniques with the integration of a web-based technology tool, ‘Nearpod’, in undergraduate-level, non-coding, engineering course ‘Thermodynamics’. This course integrates engineering concepts with quantitative problem-solving techniques.
An active learning classroom is essential in creating a dynamic learning environment that infuses engagement and interaction, self-assessment and reflection, autonomy and motivation among students [1], [2]. Integrating technology into education is an effective way to create active learning environments. In this study, Nearpod was employed as a platform to promote various aspects of active learning in the classroom and enhance students' learning experiences in two sections of Thermodynamics course, involving a total of seventy-two students.
Previous studies integrating Nearpod into various disciplines and educational settings have demonstrated its effectiveness as an active learning platform [3], [4], [5]. This tool offers interactive and game-based features for versatile applications, enabling diverse outcomes and experiences across courses. Unlike previous investigation, this study explains how this tool was integrated into both in-class and out-of-class learning while also shares the instructor's perspective on its impact on teaching effectiveness. The primary objective of this study is to cultivate an active learning environment that facilitates a supportive learning process for the students. Additionally, it aims to develop a deeper understanding of student perspectives among instructors and assist them in adapting their instructional delivery accordingly.
In this study, interactive activity questions integrated into this tool were projected during class to obtain responses from the students. Additionally, these Nearpod activities were made available to the students as post-lecture resources in a student-paced mode. Thereby, this study integrates Nearpod both as in-class learning activity and post-lecture resource, creating a comprehensive learning approach.
The student-reported outcomes were collected through robust feedback from students based on several target questions. Additionally, a supplementary mid-term survey was administered by the institution's Center for Teaching and Learning Excellence (CTLE). Nearly 90% of the surveyed students perceived Nearpod as providing a supportive learning environment. According to this study, comparative analysis features like Poll and Time to Climb help students gauge their progress in the course and motivate them to strive for improvement. The Collaborate Board feature allows students to view diverse responses from their peers, broadening their perspectives on problem-solving techniques. Additionally, instructors can identify learning gaps and tailor their communication strategies to convey concepts more effectively. Nearpod also enhances knowledge retention by enabling students to revisit Nearpod activities at their own pace and continue practicing as often as they want until any graded assignment. These references collectively demonstrate the effectiveness of Nearpod as an educational tool in this course. The final paper will outline the process of designing questions using various activity formats in Nearpod, present examples of class activities, and share both students' and the instructor's experiences with the tool.