2025 ASEE Annual Conference & Exposition

Advancements in educational technology have significantly enhanced teaching methods in applied mathematics, yet engaging students remains a challenge due to its complexity. Traditional methods, such as lectures and problem sets, often fall short in addressing abstract concepts, computational difficulties, and the practical applications of theory in an interactive way. Student-developed applications, closely aligned with the specific challenges learners face, target common learning difficulties more effectively than those created by instructors or commercial developers. While research exists on technology use in education, the impact of student-generated applications has not been fully explored, particularly when integrated with in-class learning games. This study addresses the gap by investigating the efficacy of 18 student-developed Shiny R web-based applications within the introductory statistical learning and programming course, “From Data to Knowledge.”

The study examines how these applications can be effectively incorporated into teaching “From Data to Knowledge” through a quasi-experimental design involving approximately 120 students, ranging from first-year to fourth-year, across three sections. A mixed-methods approach is used to collect both quantitative and qualitative data: 1. Pre- and post-test results are compared between students who do not use the applications and those who do, with t-tests or ANOVA performed to determine significant differences in group means; 2. Surveys with Likert-scale and open-ended questions are used to gather student feedback about the applications and games.

The integration of these applications not only potentially enhances learning but also fosters a collaborative environment. As the study progresses, we anticipate that the findings will demonstrate the pedagogical value of student involvement in application creation and the use of in-class learning games to optimize learning outcomes.