Let’s Play: Toward an Effective Approach to Assess Online Inquiry Competences at School Level

González‐Ibáñez, Roberto; Chourio-Acevedo, Luz; Gacitúa, Daniel; Marquez, Camila; Mellado, José María Asencio; Villarreal, Fernando; Becerra, Cristobal; Kohler, Jacqueline; Proaño‐Ríos, Verónica; Joglar, Carol; Contreras-Moral, Catalina; Ponce, Héctor; Silva, Juan

doi:10.1109/sccc54552.2021.9650401

2021 40th International Conference of the Chilean Computer Science Society (SCCC) 2021

DOI: 10.1109/sccc54552.2021.9650401

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Let’s Play: Toward an Effective Approach to Assess Online Inquiry Competences at School Level

Roberto González‐Ibáñez

Luz Chourio-Acevedo

Daniel Gacitúa

et al.

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“…Some researchers, such as [18], have developed rubrics. From a different perspective, there have also been efforts to build software tools to assess online inquiry competences [17,[19][20][21]. Despite all the above, there is no agreement regarding how IL impacts academic achievement in higher education.…”

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Information Competences and Academic Achievement: A Dataset

Köhler,

González-Ibáñez

2023

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Information literacy (IL) is becoming fundamental in the modern world. Although several IL standards and assessments have been developed for secondary and higher education, there is still no agreement about the possible associations between IL and both academic achievement and student dropout rates. In this article, we present a dataset including IL competences measurements, as well as academic achievement and socioeconomic indicators for 153 Chilean first- and second-year engineering students. The dataset is intended to allow researchers to use machine learning methods to study to what extent, if any, IL and academic achievement are related.

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Information Competences and Academic Achievement: A Dataset

Köhler,

González-Ibáñez

2023

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Evaluation of Online Inquiry Competencies of Chilean Elementary School Students: A Dataset

Chourio-Acevedo,

González-Ibañez

2024

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In the age of abundant digital content, children and adolescents face the challenge of developing new information literacy competencies, particularly those pertaining to online inquiry, in order to thrive academically and personally. This article addresses the challenge encountered by Chilean students in developing online inquiry competencies (OICs) essential for completing school assignments, particularly in natural science education. A diagnostic study was conducted with 279 elementary school students (from fourth to eighth grade) from four educational institutions in Chile, representing diverse socioeconomic backgrounds. An instrument aligned with the national curriculum, featuring questions related to natural sciences, was administered through a game named NEURONE-Trivia, which integrates a search engine and a logging component to record students’ search behavior. The primary outcome of this study is a dataset comprising demographic information, self-perception, and information-seeking behaviors data collected during students’ online search sessions for natural science research tasks. This dataset serves as a valuable resource for researchers, educators, and practitioners interested in investigating the interplay between demographic characteristics, self-perception, and information-seeking behaviors among elementary students within the context of OIC development. Furthermore, it enables further examination of students’ search behaviors concerning source evaluation, information retrieval, and information utilization.

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Assessing Students’ Personality Traits: A Study of Virtual Reality-Based Educational Practices

Liang,

Zhang,

Pan

et al. 2024

Electronics

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Personality, as a crucial foundation for assessing human psychology and behavior, stands as a significant subject of interest among psychology researchers. Tailoring education to the needs of the student is likewise an important topic in the field of education, where the personality traits of students play a crucial role in their future professional and personal development. Presently, experts in the field predominantly employ questionnaires to evaluate personality traits. However, this approach has limitations, particularly for younger students, whose developing cognitive abilities might lead to inaccuracies in conveying information, thus impacting their performance in predictive assessments. Moreover, the questionnaire’s quantitative nature could inadvertently affect the respondents’ psychological responses. To address these challenges, we incorporate VR technology. Leveraging immersive and highly controllable features of VR, this study introduces a personality assessment framework tailored for students and develops a VR prototype system based on this framework for future performance evaluation. In our experimental evaluation, we engaged 96 students, ranging in age from 10 to 22, to participate in the testing process. The results of this evaluation indicate that our personality assessment framework performs effectively across four dimensions of personality evaluation. However, there remains a need for further analysis and enhancement in areas such as classification accuracy and the logical structure of scenario design. Additionally, it is essential to continue seeking more objective methods for personality assessment.

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Let’s Play: Toward an Effective Approach to Assess Online Inquiry Competences at School Level

Cited by 3 publications

References 19 publications

Information Competences and Academic Achievement: A Dataset

Information Competences and Academic Achievement: A Dataset

Evaluation of Online Inquiry Competencies of Chilean Elementary School Students: A Dataset

Assessing Students’ Personality Traits: A Study of Virtual Reality-Based Educational Practices

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