scholarly journals The need of gamified assessment for engaging learning experience

2020 ◽  
Vol 9 (2) ◽  
pp. 722-728
Author(s):  
Norhusyairi Hawari ◽  
Nurul Hidayah Mat Zain ◽  
Aslina Baharum
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Statistical Methods ◽  
Traditional Method ◽  
Learning Experience ◽  
Assessment Model ◽  
Method Of Assessment ◽  
Game Elements

Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explore the student’s perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation. In total, 86 students across several universities in Malaysia involved in this study. The present study implemented standard descriptive statistical methods for analyzing the data. The findings showed that there are needs for gamified assessment for an engaging learning experience. Besides, the results showed one of the earlier presumptions, which is the lack of study that points toward the student’s desire to have a gamified assessment. Keenly, the results of the study will emphasize the need for developing a rigorous gamified assessment model as a guideline to develop an application that engaging learning experience.

scholarly journals Redesigning an Educational Technology Course under a Competency-Based Performance Assessment Model

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 186-204 ◽  
Author(s):  
Ignacio Rodriguez ◽  
Katherina Gallardo
Keyword(s):  
Educational Technology ◽  
Performance Assessment ◽  
Student Performance ◽  
Cognitive Theory ◽  
Assessment Model ◽  
Online Course ◽  
Paradigm Change ◽  
Transformational Process ◽  
Course Redesign ◽  
Competency Based

The transformational process of an educational technology online course redesign into competency-based learning approach is described. This process implied the understanding of paradigm change, the integration of cognitive theory foundations, the selection of a learning taxonomy, the application of performance and authentic assessment principles as well as the design of performance rubrics. As a result, acompetency-based performance assessment model and a student performance reportemerge.

Pengembangan Instrumen Penilaian Kinerja pada Praktikum Struktur dan Fungsi Sel Di SMA Negeri 1 Kota Jambi

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Nugroho Budhiwaluyo ◽  
Rayandra Asyhar ◽  
Bambang Hariyadi
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Cell Structure ◽  
Structure And Function ◽  
Assessment Instrument ◽  
Product Performance ◽  
Development Model ◽  
Test Results ◽  
Validity And Reliability ◽  
And Function

  This research aims to produce a final product in the form of a performance-assessment instrument on Cell Structure and Function experiment. The development model is ADDIE. Based on expert's judgment, the instrument was valid and can be tested in the field. Field-test results shown that the product performs high validity and reliability value on measuring student performance on Cell Structure and Function experiment. Therefore, it is concluded that this performance-assessment instrument theoretically and practically has a good quality for measuring student performance in both process and product performance on Cell Structure and Function experiment. Keywords: Development, Performance-Assessment Instrument, Cell Structure and Function Experiment 

scholarly journals Quantitative imaging biomarkers: A review of statistical methods for technical performance assessment

2014 ◽  
Vol 24 (1) ◽  
pp. 27-67 ◽  
Author(s):  
David L Raunig ◽  
Lisa M McShane ◽  
Gene Pennello ◽  
Constantine Gatsonis ◽  
Paul L Carson ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Statistical Methods ◽  
Quantitative Imaging ◽  
Imaging Biomarkers ◽  
Technical Performance ◽  
Quantitative Imaging Biomarkers

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

scholarly journals The Effects of Using a Fully Integrated Mobile Application to Access Learning Management Systems in Higher Education

2020 ◽  
Vol 26 (9) ◽  
pp. 1213-1229
Author(s):  
José Martín-Núñez ◽  
Susana Sastre ◽  
José Peiró ◽  
José Hilera
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Mobile Application ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Academic Major ◽  
Management Systems ◽  
Fully Integrated ◽  
Learning Management ◽  
The Web

The use of mobile devices in the classroom is increasingly frequent. However, the LMS are still not completely adapted to this format, preventing students from using all the LMS web-functionalities in their mobiles. Hence, we present and evaluate the use of a new mobile application fully integrated with Learning Management Systems (LMS). We examined access to LMS by 95 postgraduate university students, differentiating between the services accessed and the means used. Students belonged to four consecutive promotions. In the first two, access to the system was through the web, while in the third and fourth, an app fully integrated with the LMS was available. The results showed an overall increase in access to LMS, with a considerable reduction in access via the web in favor of access via the application. Significant differences were found in the access patterns to communication and assessment services depending on the students' age, gender, academic major and previous m-learning experience. Satisfaction with the LMS rose when the app was available, with greater growth within the academic major on IT and previous m-learning experience group. Finally, students with high performance accessed the system significantly more than those with low performance. In conclusion, the integration of the app with the system showed useful and efficient results. The app eased the use of the system, increased student satisfaction with LMS, and student performance improved with increased access.

scholarly journals Planning the Design and Execution of Student Performance Assessment in Serious Games

2021 ◽  
Vol 12 (1) ◽  
pp. 172-190
Author(s):  
Rháleff N. R. Oliveira ◽  
Rafaela V. Rocha ◽  
Denise H. Goya
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Serious Games ◽  
Proof Of Concept ◽  
Personalized Feedback ◽  
Student’S Performance ◽  
Good Internal Consistency ◽  
Learning Measurement ◽  
High Level

Serious Games (SGs) are used to support knowledge acquisition and skill development. For this, there is a need to measure the results achieved (both during and after students play) to ensure the game effectiveness. In this context, the aim is to develop and evaluate the AvaliaJS, a conceptual model to structure, guide and support the planning of the design and execution of the student's performance assessment in SGs. AvaliaJS has two artifacts: a canvas model, for high-level planning, and an assessment project document, for more detailed specifications of the canvas. To analyze and exemplify the use of the model, the artifacts were applied to three ready-made games as a proof of concept. In addition, the quality of AvaliaJS was evaluated by experts in SGs development and assessment using a questionnaire. The results of experts' answers confirm a good internal consistency (Cronbach's alpha α = 0.87) which indicates that AvaliaJS is correct, authentic, consistent, clear, unambiguous and flexible. However, the model will need to be validated during the process of creating a new game to ensure its usability and efficiency. In general, AvaliaJS can be used to support the team in the planning, documentation and development of artifacts and data collection in SGs, as well as in the execution of the assessment, learning measurement and constant and personalized feedback for students.

scholarly journals First Year Student Perception and Experience of Online Topographical Anatomy Laboratory Classes using Zoom Technology during the COVID-19 Pandemic

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Rudi Klein ◽  
Chiara Tomassoni ◽  
Gayathri Rajaaman ◽  
Maxwell Winchester ◽  
Norman Eizenberg ◽  
...  
Keyword(s):  
Student Performance ◽  
Learning Experience ◽  
Student Perception ◽  
Visual Learning ◽  
Functional Anatomy ◽  
Gross Anatomy ◽  
First Year ◽  
Topographical Anatomy ◽  
Anatomy Laboratory ◽  
Student Grades

During semester one of 2020, the units ‘Functional Anatomy of the Trunk’ and ‘Functional Anatomy of the Limbs’ which focus on human topographical anatomy were re-designed into an online delivery format and taught remotely in response to the COVID-19 lockdown. It was expected that the move to remote teaching would negatively impact student perception and learning experience, in particular that of the cadaver-based laboratory work. The aim of this study was to investigate whether the replacement of traditional face-to-face cadaver-based anatomy laboratories with an online version using digital anatomy resources and Zoom technology as the communication platform would achieve comparable student learning experience and outcomes. First Year Students (n=69) enrolled in these units were invited to participate in this study and were asked at the conclusion of each unit to complete an anonymous opinion-based survey via Qualtrics. The Qualtrics data, student grades and Learning Management System (LMS) statistics were analysed. Results indicate that student perception of the online gross anatomy laboratory learning was positive and that it had complemented their learning. Most students agreed that as a visual learning resource, it provided an improved understanding of anatomy and helped with the application of anatomical knowledge. Interestingly, student performance showed a similar range of marks compared with previous years. However, students strongly agreed that the online 2D learning experience had significant limitations when compared to live use of cadavers in laboratories.

Sign in / Sign up

Export Citation Format

Share Document