Measuring changes in learning outcomes through in-session assessments during progressive curriculum implementation

This paper reports a four-year progressive implementation study of Embedded Mechatronic Systems, redesigned using Generative Learning Theory (GLT) within a flipped classroom and supported by studio- and project-based learning. The redesign modernised the curriculum, strengthened theory–practice integration, and aligned learning outcomes with industry expectations. The subject focuses on physical computing via digital circuit design and embedded systems, enabling students to interface sensors and actuators, while applying foundational digital signal processing. Teaching emphasises industry-relevant microcontroller platforms and direct industry collaboration, fostering authentic, practice-aligned skills that underpin advanced coursework in control, mechatronics, vibration, and environmental acoustics. To address fragmentation between lectures and labs, a session-long group project was introduced, transforming isolated experiments into cohesive engineering tasks. Students collaboratively design, implement, and demonstrate functional embedded systems within structured workshops, supported by reflective reports and demonstration videos that promote metacognition and peer-learning, consistent with GLT. Metrics were developed to track competency and mastery thresholds based on assessments during the session directly, to serve as a heuristic for estimation of learning outcomes. Evaluation using internal quantitative measures shows sustained improvement post-redesign, with estimates of improved learning outcomes increasing by 41% ± 33% per year and ∼96% ± 7% overall from 2020 to 2025. Involving the cohort in assessment (self and peer) can help identify individuals who are not aware of their performance in a large class. The approach offers a scalable alternative to traditional examinations and performance metrics, which often require formalised entry and exit exams. It demonstrates that aligned pedagogy, authentic technology use, and reflective assessment can substantially enhance learning outcomes and bridge academic instruction with professional engineering practice.