An Evaluation of Undergraduate Students’ Online Assessment Performances

Flynn, Antoinette; Concannon, Fiona; Campbell, Mark J.

doi:10.2316/journal.208.2006.1.208-1025

Cited by 3 publications

(4 citation statements)

References 10 publications

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“…Flynn et al [52] recommend that pedagogic consideration should be given to the choice, variety, and level of difficulty of e-Assessments offered to students. Hewson [53] provides preliminary support for the validity of online assessment methods.…”

Section: Techniques and Tools For Student Performance Assessmentmentioning

confidence: 99%

Assessment in and of Serious Games: An Overview

Bellotti

Kapralos

Lee

et al. 2013

Advances in Human-Computer Interaction

406

270

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There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach—based on established principles and guidelines—is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player’s activity and better integration of assessment in games.

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Section: Techniques and Tools For Student Performance Assessmentmentioning

confidence: 99%

Assessment in and of Serious Games: An Overview

Bellotti

Kapralos

Lee

et al. 2013

Advances in Human-Computer Interaction

406

270

View full text Add to dashboard Cite

show abstract

“…Flynn et al, 2006;Frith et al, 2004), with the use of an actual course test in this study increasing the validity of the findings. Although the percentage increase in marks for the computer-based section compared to the PAP section of the test was small, a greater percentage of students in this study passed the former section compared to the latter, indicating that increased pass rates may potentially be achieved by using SBTs.…”

Section: Discussionmentioning

confidence: 94%

“…First, although many authors (e.g. Beare, 1993;Drier, 2001;Flynn et al, 2006;Frith et al, 2004;Hall, 1995) have proffered processes that may explain improved outcomes-based performance when using spreadsheet programs to teach statistics (e.g. more realistic and interactive examples, simulation-based activities improving understanding, etc.…”

Section: Discussionmentioning

confidence: 99%

“…In general, positive results in favour of spreadsheet-based teaching have been found by previous empirical studies using outcomes-based measures. Flynn, Concannon, and Campbell (2006) examined the impact of spreadsheet-based assessments on undergraduate students, and discovered that the more spreadsheet-based assessments that were completed, the greater the impact on the course outcome. The study suffered from confounding students' motivation with students' use of technology, however, as participation in the assessments was voluntary.…”

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confidence: 99%

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A quasi-experimental comparison of spreadsheet- and classroom-based statistics tutorials

King

Malcolm‐Smith

Jaftha

et al. 2013

South African Journal of Psychology

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This article reports an evaluation of a set of eight spreadsheet-based tutorials developed for the statistics portion of an undergraduate psychology research methods course. The evaluation involved a quasi-experimental comparison of spreadsheet-based and traditional classroom teaching methods in a course that gave equal teaching time to both solutions, and took the unique approach of investigating both outcomes-based and attitudinal measures in the same study. Compared to traditional pen-and-paper-based tutorials, the spreadsheet-based tutorials improved student outcomes-based performance on an end-of-semester test. After using the spreadsheet-based tutorials, student attitudes towards the course material were found to have improved on some, but not all, of the measures used. Taken together, these results indicate that spreadsheet-based tutorials may be advantageous in the teaching of statistics, although effect sizes were small to moderate.

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Divergence and the use of digital technology in learning: Undergraduate students’ experiences of email feedback in a South African university

Nnadozie¹,

Anyanwu²,

Ngwenya³

et al. 2020

JUTLP

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South African universities’ use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students’ experiences of the use of different technological tools. This article employs activity theory as a lens to explore how students with different levels of prior knowledge experienced the use of e-mail feedback. The feedback involves content discussion and comments on assessment drafts in a modular learning environment of a unit of undergraduate study at one of the country’s universities. The students reported mixed experiences of the level of personal control and responsibility for their learning. The article explores the findings’ implications for teaching and learning praxis in the university and makes suggestions for further research.

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An Evaluation of Undergraduate Students’ Online Assessment Performances

Cited by 3 publications

References 10 publications

Assessment in and of Serious Games: An Overview

Assessment in and of Serious Games: An Overview

A quasi-experimental comparison of spreadsheet- and classroom-based statistics tutorials

Divergence and the use of digital technology in learning: Undergraduate students’ experiences of email feedback in a South African university

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