A Smart Mobile Assessment Tool for Collecting Data in Large-Scale Educational Studies

Andrews, Kevin; Zimoch, Michael; Reichert, Manfred; Tallon, Miles; Frick, Ulrich; Pryss, Rüdiger

doi:10.1016/j.procs.2018.07.145

Cited by 10 publications

(6 citation statements)

References 12 publications

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“…With technology, teachers can easily collect and analyse assessment results. The findings of this study are relevant to previous findings which say that the use of mobile technology in learning assessment will improve the quality of the assessment carried out by teachers (Andrews et al, 2018;Dearnley et al, 2009;Hwang & Chang, 2011). Furthermore, mobile technology is recommended in the current learning activities ( Park, 2011;Park et al, 2012).…”

supporting

confidence: 70%

Technology integration in learning management: A post-pandemic phenomenological study in elementary schools

Ilyas

Herwin²,

Ma’rufi³

et al. 2022

WJET

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The post-pandemic period in the education sector is marked by government policies to carry out face-to-face education processes in schools. This situation has the potential to show various changes in learning management in elementary schools, especially with the integration of technology. This study aims to analyse the integration of technology in learning management in elementary schools during the post-pandemic period. This study uses a qualitative approach to the type of phenomenology. The research subjects were elementary school teachers who had been selected through a convenience technique based on the availability of subjects in the field. Data were collected through interviews and documentation. Data were analysed using qualitative analysis through data condensation, data presentation, verification and drawing conclusions. The study’s findings show that the integration of technology in learning management tends to decrease during the post-pandemic period. Some habits of using technology in learning during the pandemic are no longer applied during the pandemic. However, some uses of technology are still maintained, such as the use of the WhatsApp group application in the delivery of learning information and the use of mobile-based assessment applications in learning assessment. Keywords: Technology integration, learning management, post-pandemic.

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supporting

confidence: 70%

Technology integration in learning management: A post-pandemic phenomenological study in elementary schools

Ilyas

Herwin²,

Ma’rufi³

et al. 2022

WJET

View full text Add to dashboard Cite

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“…The assessment in both samples was conducted on Android A6 Tablets with 10.1-inch screen size. All test items were programmed specifically for the assessment tool ( Andrews et al, 2018 ). The process models were created in BPMN 2.0 ( OMG, 2011 OMG Specification, Object Management Group.).…”

Section: Materials and Proceduresmentioning

confidence: 99%

Comprehension of business process models: Insight into cognitive strategies via eye tracking

Tallon

Winter

Pryss

et al. 2019

Expert Systems with Applications

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Process Models (PM) are visual documentations of the business processes within or across enterprises. Activities (tasks) are arranged together into a model (i.e., similar to flowcharts). This study aimed at understanding the underlying structure of PM comprehension. Though standards for describing PM have been defined, the cognitive work load they evoke, their structure, and the efficacy of information transmission are only partially understood. Two studies were conducted to better differentiate the concept of visual literacy (VL) and logical reasoning in interpreting PM.Study I: A total of 1047 students from 52 school classes were assessed. Three different process models of increasing complexity were presented on tablets. Additionally, written labels of the models' elements were randomly allocated to scholars in a 3-group between-subjects design. Comprehension of process models was assessed by a series of 3 × 4 ( = 12) dichotomous test items. Latent Class Analysis of solved items revealed 6 qualitatively differing solution patterns, suggesting that a single test score is insufficient to reflect participants' performance.Study II: Overall, 21 experts and 15 novices with respect to visual literacy were presented the same set of PMs as in Study I, while wearing eye tracking glasses. The fixation duration on relevant parts of the PM and on questions were recorded, as well as the total time needed to solve all 12 test items. The number of gaze transitions between process model and comprehension questions was measured as well. Being an expert in visual literacy did not alter the capability of correctly understanding graphical logical PMs. Presenting PMs that are labelled by single letters had a significant influence on reducing the time spent on irrelevant model parts but did not affect the fixation duration on relevant areas of interest.Both samples' participants required longer response times with increasing model complexity. The number of toggles (i.e., gaze transitions between model and statement area of interest) was predictive for membership in one of the latent classes. Contrary to expectations, denoting the PM events and decisions not with real-world descriptions, but with single letters, led to lower cognitive workload in responding to comprehension questions and to better results. Visual Literacy experts could neither outperform novices nor high-school students in comprehending PM.

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“…Overall, five ranking tasks were presented on Android tablets with 10.1 inch screen size ( Andrews et al, 2018 ). Subjects ranked five images, resulting in a total of

paired comparisons for each set of images (with a total of 5!…”

Section: Methodsmentioning

confidence: 99%

Assessing Heterogeneity in Students’ Visual Judgment: Model-Based Partitioning of Image Rankings

Tallon

Greenlee²,

Wagner³

et al. 2022

Front. Psychol.

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Differences in the ability of students to judge images can be assessed by analyzing the individual preference order (ranking) of images. To gain insights into potential heterogeneity in judgement of visual abstraction among students, we combine Bradley–Terry preference modeling and model-based recursive partitioning. In an experiment a sample of 1,020 high-school students ranked five sets of images, three of which with respect to their level of visual abstraction. Additionally, 24 art experts and 25 novices were given the same task, while their eye movements were recorded. Results show that time spent on the task, the students’ age, and self-reported interest in visual puzzles had significant influence on rankings. Fixation time of experts and novices revealed that both groups paid more attention to ambiguous images. The presented approach makes the underlying latent scale of visual judgments quantifiable.

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A Smart Mobile Assessment Tool for Collecting Data in Large-Scale Educational Studies

Cited by 10 publications

References 12 publications

Technology integration in learning management: A post-pandemic phenomenological study in elementary schools

Technology integration in learning management: A post-pandemic phenomenological study in elementary schools

Comprehension of business process models: Insight into cognitive strategies via eye tracking

Assessing Heterogeneity in Students’ Visual Judgment: Model-Based Partitioning of Image Rankings

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