Technology in learning and teaching: Getting the right blend for first year engineering

This paper investigates the efficacy of a blend of technology-based teaching pedagogies in enhancing the teaching and learning experience through increased interactivity. A web-based audience response system, flipped classroom and virtual reality program are integrated in a selected first year engineering course, the impacts of which are measured by trilateration between student performance, surveys and a focus group discussion. We show that although the integration of technology complements the learning experience overall, getting the right blend is dependent on several factors. Through our investigations, we implicitly provide a framework for testing future technology-based pedagogies.