Project Team
Rania Al-Hammoud, Civil and Environmental Engineering, Professor Teaching Stream, Associate Chair Undergraduate Studies
Yujia Joshua Liang, Environmental Engineering, Undergraduate Student
Murtaza Qadeer, Civil Engineering, Undergraduate Student
Project timeline: September 2026–February 2028
Description
This project will investigate the implementation of guided GenAI-supported reflective learning in Mechanics activities to enhance student learning and conceptual understanding in Mechanics courses. Recognizing that students are increasingly using GenAI tools regardless of formal course integration, the project aims to shift AI use from answer generation toward meaningful learning support and ethical engagement. The implementation will be piloted through Mechanics courses by redesigning existing lab and project activities to align with course outcomes and assessment objectives. Rather than using AI to provide solutions, students will engage with carefully designed prompts and reflective questions that encourage them to analyze observations, question assumptions, investigate failures, and connect physical behaviour to underlying mechanics concepts. The project seeks to promote active engagement, strengthen critical thinking and AI literacy, and support students in using GenAI responsibly as a tool for learning rather than task completion.
Research Questions
- How can guided GenAI-supported reflective learning enhance student engagement and conceptual understanding in Mechanics courses?
- How can GenAI be integrated into Mechanics activities and assessments in ways that promote learning rather than answer generation?
- How does structured GenAI use influence students’ AI literacy and their ability to engage with AI responsibly and effectively?
OpenAI. (2026). AI-generated image of an engineering mechanics workspace demonstrating AI-assisted reflective learning [AI-generated image]. ChatGPT (GPT-5.5).