Outcomes of teaching physics using action-adventure scenarios with minimal direct instruction

In this study, we assess the use of action-adventure scenarios in a college physics course designed for both physics majors and non-majors, built on minimal direct instruction. Students worked collaboratively in heterogeneously assigned pairs or triads to solve the assigned tasks. We focused on students' concept development and their engagement and attitudes in the course. We also investigated whether there were measurable different outcomes between majors and non-majors as well as male- and female-identifying students. The majority of students self-reported that they felt they would remember and be able to apply their knowledge beyond the completion of the course and that the course design enhanced their engagement and effort in the labs. We discuss key components of the course design and provide recommendations for adoption.