Digital pedagogy: experiential learning theory improves mathematics learners’ engagement and learning outcomes in optical physics course

Abstract

In response to the evolving educational landscape during the COVID-19 pandemic, this study explores the application of experiential learning theory (ELT) in an Optical Physics course for mathematics undergraduates. With a focus on improving engagement and academic performance, we address the critical need for effective pedagogical approaches in a virtual environment. The study involves 176 students, encompassing a wide demographic spectrum, during 2021, and utilises an extensive theoretical framework to support the ELT approach. The core of the study is an innovative learning model based on hands-on experiments, designed to enhance engagement, deepen understanding, and promote active learning. Students perform a series of experiments, reflect on their observations, connect theory to practice, and answer challenging questions that link theoretical concepts with real-world applications. Our results reveal a significant improvement in students’ academic outcomes, with higher average grades and reduced course abandonment compared to the previous year. The study also explores students’ perceptions, revealing their appreciation for this active learning approach, as it enhances motivation, concentration, enjoyment, and perceived learning. Collecting data through questionnaires, in-class feedback, andpost-class email reflections further validates the effectiveness of the Kolb-based ELT approach. In conclusion, our study demonstrates the power of implementing hands-on experiential learning in virtual education settings, fostering deeper engagement and improved academic outcomes, especially in a post-pandemic world where such pedagogical innovation is vital.