Keywords
Gamified Assessment, Mechanics Education, Conceptual Learning, Force Concept Inventory, Engineering Education
Description
This dataset contains anonymized student assessment data collected during an introductory mechanics course at Montana Technological University in Fall 2024. The dataset includes Force Concept Inventory (FCI) pre-test and post-test results used to evaluate students' conceptual understanding of Newtonian mechanics. It supports analyses of raw and normalized learning gains across eight engineering majors and six FCI conceptual categories. The associated study also incorporated Kahoot!-based formative assessments to reinforce fundamental mechanics concepts. The dataset supports the examination of conceptual learning outcomes and differences across engineering disciplines in a gamified instructional environment.
Data Source
The original data were collected from undergraduate engineering students enrolled in an introductory mechanics course at Montana Technological University during the Fall 2024 semester. Data were obtained through Force Concept Inventory (FCI) pre- and post-tests administered to assess students’ conceptual understanding of Newtonian mechanics.
Abstract
Understanding how engineering students develop foundational mechanics concepts is essential for improving instructional practices and preparing students for advanced engineering coursework. This dataset supports an investigation of conceptual learning in an introductory mechanics course incorporating Kahoot!-based gamified formative assessments. Force Concept Inventory (FCI) pre- and post-test results were analyzed to quantify learning gains, examine differences across engineering majors, and identify conceptual areas where misconceptions persist. The dataset enables comparisons with established benchmarks for traditional instruction and interactive engagement. These data contribute to research on engineering education by supporting the evaluation of conceptual learning outcomes and informing the development of evidence-based instructional strategies.
Release Date
11-5-2026
Document Type
Data
Granting Agency
NSF
Award Number
OIA-2531622
Language
English
Rights
This work is licensed under a Creative Commons Attribution 4.0 International License.
Rights
This dataset is made available under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. Reuse, distribution, and adaptation are permitted with appropriate attribution to the original authors. The license does not extend to third-party copyrighted materials, including the Force Concept Inventory (FCI) instrument.
College
College of Engineering and Computer Science
Campus Location
John C. Hitt Library
Department
Civil, Environmental and Construction Engineering
Recommended Citation
Mejia Cruz, Yohanna, "Data: Gamified Formative Assessment in Mechanics: Insights into Conceptual Learning Across Engineering Disciplines" (2026). Research Data and Datasets. 37.
https://stars.library.ucf.edu/datasets/37
Accessibility Statement
This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.