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In this study, we examined influences, differences, meanings, and economics of mechatronic experiences in a first-year, fundamental technology course. Our first objective examined the primary and secondary influences of mechatronic experiences on student engagement. Using a systematic review methodology, we collected n=402 articles. Screened by title and abstract, we mapped six parent and 22 child codes to the remaining n=137 articles. From these, we appraised n=17 studies, assessed eight as high quality, from which we identified five primary influences (Student Motivation, SelfEfficacy, Course Rigor, Learning Retention, and Gender) and two secondary influences (Accreditation and Ease-of-Implementation). In these influences, we found evidence that mechatronic experiences can increase student motivation, self-efficacy, and course rigor. Also, positive impacts on learning, gender diversity, accreditation efforts, and ease of course content implementation were identified. Our second objective was to quantify differences in students’ motivational orientation and academic success in a mechatronic experience vs. a non-mechatronic experience. To this end, we developed, piloted, and deployed a mechatronic experience in a first-year technology course. Using a quasi-experimental, non-equivalent control vs. treatment design (n=84) we found no statistically significant difference in students’ motivational orientation – specifically value choices [F(6,77)=0.13, p=0.7224] and expectancy beliefs [F(6,77)=0.38, p=0.5408] – between mechatronic and nonmechatronic experiences. This is an encouraging outcome, as literature would indicate students’ motivation drops over the course of a semester and wane towards the end of a

Student motivation and academic success: Examining the influences, differences, and economics of mechatronic experiences in fundamental undergraduate courses