The adaptive virtual workshop : maintaining student engagement through an on-line adaptive resource for engineering design education

![CDATA[The use of ATs in teaching engineering design has resulted in improvements to the way educators are able to analyse student needs. This can further translate to improved student engagement and increased understanding of the subject matter, achieved through the improved, timely and individualised feedback mechanisms. The preliminary results of this research suggest that ATs do not necessarily result in higher student performance can improve overall performance of students in the subject and increase their understanding of the subject matter. Addressing This will in turn allow for better structure to the design of courses and the ability to efficiently understand and address any gaps in student knowledge. Preliminary results indicate that the inclusion of ATs in the teaching curriculum does not necessarily translate to higher marks or deeper student engagement; no statistically significant differences were seen in the final exam results in the subject. However, initial data suggests a higher overall pass rate for the subject with the inclusion of multiple ATs. Overall student feedback has suggested that students enjoyed using the ATs and would like these used more often in their subject. One third of students surveyed found that the ATs give them a better understanding of the subject matter. More research is required to support these preliminary results.]]