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\begin{document}
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\title{}



\author[1]{Utkarsh Bansal}%
\author[2]{Gaya Sorek}%
\author[2]{Sarah Wittman}%
\affil[1]{Westfield High School}%
\affil[2]{George Mason University}%


\vspace{-1em}



  
  \date{May 08, 2026}


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\begin{abstract}
In the modern education system, individuals are raised from an early age
to adhere to learning processes focused around the hypothetical. Such
conceptual learning, however, has recently been found to be less
effective than a comparable style of learning called Experiential
Learning, which is the process of learning by doing. By engaging
students in hands-on experiences and reflection, they are better able to
connect theories and knowledge learned in the classroom to real-world
situations. However, the flexibility of Experiential Learning leaves it
open to a wide range of interpretations, which does not establish a
consistent benchmark.

This research project focuses on establishing a concrete definition for
Experiential Learning through the analysis of various experimental
scenarios and how it is measured in the post-secondary learning
environment. Taking into consideration the inductive processes we
utilize to code our collected data, as well as the criteria we collect
to filter our data. Such work would benefit a large part of the
population through a more effective learning process and will allow
other researchers to determine whether scenarios and other experiences
fit the criteria to be evaluated as an experiential learning setting as
well as design experiments that better reflect experiential learning as
a whole.%
\end{abstract}%



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