This paper reports on the experience in designing online tools to assess and improve threshold concepts in the Materials Science subject. The design is two-fold: on one hand, an online tool was applied for the mathematics threshold concepts at the start of the course and on the other, the learning process during the course was tested with online multiple-choice theoretic quizzes. The purpose of the tools is to assess the mathematics concepts and to observe whether there is a deficient transfer of knowledge during the course. The focus group includes engineering students enrolled at Universitat Politècnica de València, in their second year of studies. For this purpose, online quizzes (voluntary) were designed for selected sections of the course content and applied during the academic years 2023-2024. The effect of the multiple-choice quiz structure on the learning evolution was assessed by varying the structure of the quiz in terms of number of questions and their weight for subsequent academic year 2024-2025. The learning process was assessed by considering the quiz results and the obtained qualification. The results obtained allowed the correlation of transfer of knowledge with student motivation by considering the response rates to the online designed tools.

Acknowledgements:
Authors thank UPV for funding through Proyecto de Innovación y Mejora Educativa, PIME/22-23/342.

Keywords: Mathematics, threshold concept, online, multiple-choice quiz.