First year students have heterogeneous prerequisites for acquiring competences in engineering design education caused by varying school education or vocational training. Individual support is challenging in large groups and frontal lectures. An approach for individualized support is adaptive e-learning. This paper analyses the impact of offering an adaptive e-learning environment for engineering design education (AdE-Le). Analysis results for data of the same course from three different years give insights into acceptance and impact of using AdE-Le on acquiring professional competencies.
