Abstract
Personalized homework assignments have been used in recent years, and there is a growing trend for personalized homework assignments to be used for lower-level university courses. We investigate the efficacy of personalized online home-work assignments for an introductory linear algebra class for engineering freshmen. We examine the engagement of students on the online platform, as well as their performance in their final exam. On the final exam, we investigate how students perform on both computational and abstract questions. We conclude that while personalized online homework may help with the computational type of questions, there is yet insufficient evidence to show whether it may help with abstract theory and conceptual understanding.