Quizzes (As a Tool for Self-Regulated Learning) in Software Engineering Education

Abstract

This paper discusses how quizzes are applied within the field of software engineering learning and how quizzes can help self-regulate student learning. For this, a systematic mapping that selected the most relevant studies on the use of quizzes in education was performed, aiming to clarify their relationships and mutual impacts. Our analysis shows that student engagement and quiz work is a prominent learning solution for increasing motivation in and out of the classroom. We found that quizzes can be applied in software engineering and through generic quizzes, online Quizzes, pop-Quizzes, gamified Quizzes, in quiz games or, alternatively, as an exercise in creating quizzes. However, we did not find approaches to the use of quizzes, explicitly containing Zimmerman's cyclic model, only some of the model's activities in isolation and not explicitly. We argue that sharing the quizzes will raise the potential for then to be use as a self-regulation tool in software engineering education. We describe the steps taken by a Software Engineering Gamification project to create a effective tool for creating and sharing software engineering quizzes. Our next requirement to be implemented in the project will be the application of self-regulation of learning containing the three phases of the Zimermman cyclic model.

Providing Students With Mobile Access to an Assessment Platform

“…Unlike many other activities, assessment allows students to practice and receive feedback on their performance (Schön et al, 2012), helps them increase their overall motivation (Cheong et al, 2013) and engage with learning (Riggs et al, 2014). It also contributes to improving students' self-regulated learning abilities (Rocha et al, 2020). In self-regulated learning scenarios, assessments can be used to measure students' ability to plan, perform, and evaluate their learning activities (Cucchiara et al, 2014).…”

“…They allow students opportunities to practice, monitor and reflect on their knowledge and, potentially, achieve deeper understanding of the course material. Assessment can become a key factor to improve students' learning (Rocha et al, 2020) and help them reach higher scores on exams (Riggs et al, 2020). In addition, the already mentioned success of other practice-based mobile platforms such as Duolingo is a good indicator that students are willing to engage with assessment material on their mobile devices.…”

A Mapping of Game Types From a Systematic Literature Review in Relation to Levels in Bloom's Revised Taxonomy

“… Quiz: É um tipo de jogo normalmente utilizado para verificar o conhecimento dos discentes e avaliar suas habilidades em um determinado assunto por meio de perguntas (ROCHA et al, 2020).  Digital Games: Podem ser definidos como atividades recreativas realizadas de maneira eletrônica, onde o jogador precisa ter noções das dinâmicas e mecânicas (como pontos, cenários, desafios e tarefas) do jogo para conseguir atingir os objetivos estabelecidos (MERTALA; MERILÄINEN, 2019).…”

“…Por possuir duas dimensões, a taxonomia revisada de Bloom gerou um novo modelo de utilização, que dispõe de uma tabela bidimensional, onde cada célula da tabela retrata o encontro de uma dimensão do conhecimento com um item da dimensão do processo cognitivo (FERRAZ; BELHOT, 2010;PAULA, 2017;ROCHA;DE LIMA, 2013).…”