Mapping Real-Time Behavioral Engagement to the ICAP Taxonomy: A Mixed-Methods Study in a Genetics Course

In-class activities play a crucial role in enhancing student engagement by fostering active participation, promoting deeper understanding, and creating a more dynamic learning environment. This work highlights the redesign of a genetics course with in-class activities grounded in the ICAP (I: Interactive, C: Constructive, A: Active, P: Passive mode of engagement) taxonomy framework. These activities, which included muddy point reflections, Q&A sessions, journal presentations, activity sheets and group/whole class discussions, were strategically interspersed with the lectures to facilitate effective engagement in the classroom. Analysis of student survey results reveal that students enjoyed participating in the activities and perceived that these activities had a positive influence in their understanding of course material. In addition, we observed real-time student behavior in the classroom through the Behavioral Engagement Related to Instruction (BERI) protocol. Our analysis of BERI data reveal that when structured activities shift from an active mode to an interactive mode as suggested by the ICAP taxonomy, there is an increase in overall student engagement in the classroom.