In a Fall 2017 introductory course in Environmental Geology, homework assignments alternated between traditional textbook chapters in an electronic format and adaptive learning platform (ALP) modules on the Smart Sparrow (www.smartsparrow.com) platform to assess student preference for and satisfaction with either modality. Few studies have evaluated the role of ALP technology in a classroom setting, and none have investigated ALPs in a homework setting. To probe student preferences between these assignments, and their engagement with the material through the different modalities, all (n = 17) students in the course were given eight surveys over the Fall 2017 semester. A subset of six students volunteered for qualitative interviews in addition to the quantitative surveys. Analysis of the results shows that students were more satisfied with the ALP modules, except for the longest assigned module. No relationships were found between preference for one module over another and major, engagement, or interest in environmental geology. A majority of the students interviewed identified the interactivity of the adaptive learning modules as a contributing factor to the retention of concepts presented. This suggests students experienced a higher level of cognitive engagement with the ALP material.