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Motivated by the drive to impact the quality and diversity of students applying to engineering schools, this study evaluates a component of a Personalized Digital Learning Management System (PLMS) that has been designed to increase student engagement in K-12 Physics. In particular, a non-traditional project based learning module, with roots in game-based learning, has been developed and executed in grade 8 science classrooms. Pre and post survey data that includes attitudinal markers, learningdoi:10.24908/pceea.v0i0.13098 fatcat:qkot3cyjvbezfdtjiwh44zitay