An authentic problem context can motivate students, or it can raise cognitive load and hinder transfer. We describe lessons from our iterative process finding contexts of interest to our students and integrating them into labs. Our success in creating exciting labs is tempered by mixed results in measures of engagement. We conclude with takeaways for other designers and researchers in this space.
This work is completed in its entirety by Ron Friedman, Steven A. Wolfman, Mazen Kotb, Meiqi Yu, Stepan Georg König and Medgrdad Oveisi. This work is licensed under an Attribution 4.0 International (CC-BY 4.0) license.
