Assessing adaptive expertise in undergraduate biomechanics

Abstract

This paper describes the design, development, implementation, and assessment of a multimedia-based learning module focused on biomechanics. The module is comprised of three challenges and is based on a model of learning and instruction known as the How People Learn (HPL) framework. Classroom assessment of the first challenge was undertaken to test the hypothesis that the HPL approach increases adaptive expertise in movement biomechanics. Student achievement was quantified using pre- and post-test questionnaires designed to measure changes in three facets of adaptive expertise: factual and conceptual knowledge and transfer. The results showed that the HPL approach increased students' conceptu..