Online quiz methods for remedial learning in chemical engineering

Dizon, Arniel Ching O.; An, Siyu; Lubguban, Arnold A.; Suppes, Galen J.

doi:10.1016/j.ece.2018.04.001

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…Educators have developed educational games [2][3][4][5] to involve students in interactive and entertaining activities 6 . Games are an excellent method of active learning in a recreative environment 7 and many methods have been tested in the past decade 8 : word game 9 , quiz games [10][11][12][13][14][15][16][17][18] , card games 19,20 , dice games 21,22 , board games [23][24][25][26][27] , computer games [28][29][30] and memory/concentration game [31][32][33] . Surprisingly, the use of videogames to illustrate chemical engineering is relatively unexplored in the literature even though pedagogical videogames exist [34][35][36] .…”

Section: Introductionmentioning

confidence: 99%

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

Monnot

Laborie

Hébrard

et al. 2020

Education for Chemical Engineers

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Gamification is a widespread phenomenon that relies on using game mechanics in other areas, such as the learning situation. One of the most exciting types of games in the late 2010s is escape games, where the principle is for the players to manage to escape from a room in which they are locked by finding hidden items and following a sequence of puzzles. The goal of using this type of game is to motivate/involve learners, to make them work and develop adaptability and responsiveness skills. Unfortunately, these escape games are only practiced in small groups, and the design is expensive and time-consuming. That is why cost-effective alternatives are proposed in this paper. They are either dematerialized, entirely based on a digital medium (smartphone/tablets/computer), or directly created by students, also with a digital medium, allowing integration into large classes, or at open house events.

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Section: Introductionmentioning

confidence: 99%

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

Monnot

Laborie

Hébrard

et al. 2020

Education for Chemical Engineers

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“…Online quizzes are valuable educational tools, which allow students to self-assess their learning process anytime, anywhere, and anytime, receive instant feedback on their performance [17]. Past studies also proved that online quizzes could engage students in learning more effectively than attending face-toface lectures [7], [8]. Online quizzes have also been found as a good motivating factor for students to participate in blended learning [18].…”

Section: Related Studiesmentioning

confidence: 99%

“…Unsupervised online learning has been a topic of interest among researchers, which encouraged many studies. Past studies have proved that online learning could engage students in learning more effectively than attending face-toface lectures [7], [8]. Although online learning affects the students' engagement in learning, the effect of unsupervised online quizzes on students' performance is not thoroughly studied.…”

Section: Introductionmentioning

confidence: 99%

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

Katuk¹

2019

IJATCSE

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The paper describes a study on the relationship between students' online quiz taking behavior and their performance. Unsupervised online quizzes have been used widely by higher learning institutions as an activity in a blended learning model and found to be a valuable formative assessment tool for students to self-assess their learning more flexibly and conveniently than taking the quizzes in the classroom. Past studies also suggested that online quizzes could engage students in learning more effectively and increase students' motivation to learn more than inclassroom quizzes. Although the online quizzes offered positive effects on students' learning, limited studies were conducted to understand students' behaviors in taking unsupervised online quizzes and how they affect their performance. Therefore, this study aims to investigate how students' online quiz taking behavior affects their performance. Four types of ordinary online quiz taking behavior, namely (1) access to printed references, (2) access to digital references, (3) peer discussion, and (4) test preparation practices are included in the study. The students' online quiz taking behavior was obtained using a self-rated post-task questionnaire, while the performance data of the students were taken from their scores in three unsupervised online quizzes for a Computer Organization course, as a compulsory course for students enrolling in an Information Technology bachelor's degree program. The results of the study suggested that students who frequently access to printed references, access to digital references, and have peer discussion during online quiz taking obtained higher marks for the online quizzes compared to the students who never or seldom do so. A similar result also found among students who prepared or did revision before taking the quizzes. Further, students who obtained higher marks in the online quizzes tend to refer to digital references (i.e., softcopy of the lecture notes, and search from the Internet) more frequently than the students who obtained lower marks. The findings of the study suggested that preparation and revision before the quizzes are essential, although there are resources available to refer to while taking the unsupervised online quizzes.

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“…Online assessments have been shown to improve learning outcomes by providing students with instantaneous feedback on learning, , making them suitable for formative assessment. , Teachers can also use this information to understand the students’ point of view on concepts which they find difficult . Electronic quizzes can also reduce candidates’ anxiety as compared to an in-classroom setting thus improving performance, , and have no significant negative impact on performance ,, or self-efficacy .…”

Section: Introductionmentioning

confidence: 99%

Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London

et al. 2020

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Summative year end assessments are a major component of student assessment at the Department of Chemical Engineering, Imperial College London. More than 600 students participate in over 40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinations remotely. At the time pandemic hit the UK, teaching for all modules in the department had been completed, the exam timetable had already been published and all exam papers passed the mandatory external quality review. To implement time-limited remote exams as stipulated by the university, the department decided to proceed with an existing VLE platform for submission of answersheets. This study highlights stakeholder reflections from the academic and student community during the implementation of this approach culminating in a mock examination to gauge readiness of the infrastructure as well as the student population. Our survey found that the majority of students (>80%) managed to follow the written instructions and readily engaged with scanning technologies and the uploading process. In the main, students did not have to adapt their learning or writing style. All stakeholders provided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end exams remote in a very short timeframe in a large and diverse Chemical Engineering department at very short notice.

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Online quiz methods for remedial learning in chemical engineering

Cited by 6 publications

References 10 publications

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

New approaches to adapt escape game activities to large audience in chemical engineering: Numeric supports and students’ participation

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

Moving to Timed Remote Assessments: The Impact of COVID-19 on Year End Exams in Chemical Engineering at Imperial College London

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