2026 ASEE Annual Conference & Exposition

A problem-solving environment (PSE) to provide interactive instruction on topics related to programmable logic controller (PLC) and robot interfacing was developed. Topics include PLC I/O interfacing, robot interfacing, and PLC and robot interfacing. Each topic is taught using a series of steps, enabling students to start from the beginning, progress through the material step by step, and perform the appropriate exercises until they have mastered all the knowledge covered in the module. Two versions of the PSE have been developed: a Static version, which allows learners to choose topics, and an Adaptive version.

Users of the Adaptive PSE are initially prompted to complete a learning styles assessment. Based on their responses, learners are classified as having either a Global or Sequential learning style. Learners with a Global learning style then complete a test to evaluate their knowledge of PLC I/O interfacing, robot interfacing, and PLC and robot interfacing. Depending on their test performance, they can “place out” of the corresponding module(s). The ones they need to take are presented in sequence based on the outline above. Learners with a Sequential learning style are served all three modules in the sequence above. They do not have the option to place out.

A study was conducted to compare learners’ performance under the Static, Adaptive-Global, and Adaptive-Sequential conditions. The study involved 56 undergraduate students enrolled across six sections of an upper-level semester-long course on Manufacturing Automation & Robotics. All 56 participants completed a pre-test and a self-efficacy pre-survey before using the PSE. Afterwards, two sections (consisting of 17 participants) used the Static PSE and four sections (39 participants) used the Adaptive PSE. Of the 39 participants who used the Adaptive PSE, 28 were classified into the Sequential learning style and 11 into the Global learning style. Sequential learners were served all three modules of the Adaptive PSE in order. Global learners took a test and then were served any needed modules in order. After the participants finished using whichever PSE they were assigned, they completed a post-test and a self-efficacy post-survey.

Pre- and post-test results suggest that users of the Static PSE had a significant learning gain after using the PSE (t = 0.0038). Users with a Global learning style who used the Adaptive PSE also experienced a significant learning gain, though the finding is somewhat less strong (t = 0.0465). However, users with a Sequential learning style who used the Adaptive PSE did not experience a significant learning gain (t = 0.1732). Self-efficacy post-survey results suggest that regardless of the PSE condition, participants experienced significantly increased levels of self-efficacy after using the PSE.