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Prior education studies have consistently emphasized the importance of sustained and active student engagement to aid academic performance and achievement of learning outcomes (eg, Hockings et al., 2008, Michael, 2006). The positive impact of such active learning models on academic outcomes has been well established, particularly, in the STEM (Science, Technology, Engineering and Mathematics) disciplines. For example, Freeman et al.(2014) demonstrated that students undertaking STEM courses incorporating active learning models received (on average) higher academic grades and were less likely to fail in comparison to peers in more traditional and lecture based modes of teaching. While active learning has clear benefits for student learning outcomes, the process of implementation is often more complex than first anticipated (Gillies and Boyle, 2010, Hung, 2011). For instance, student engagement …