“Clicking vs. Writing”—The Impact of a Chatbot’s Interaction Method on the Working Alliance in AI-based Coaching

Coaching has become an important didactic tool for reflecting learning processes in higher education. Digital media and AI-based technologies such as chatbots can support stimulating self-coaching processes. For the use case of student coaching on the topic of exam anxiety, the working alliance between a coaching chatbot and a human coachee is investigated. Two coachbot interaction methods are compared: A click-based chatbot (implemented in a rule-based system), where the coachee can only click on one answer, and a writing-based chatbot (implemented in a conversational AI), which allows the coachee to freely type in their answers. The focus is on which coachbot interaction method enables a stronger working alliance between coach and coachee: a click-based or a writing-based chatbot. The working alliance and the technical realization of the chatbot systems were investigated in an exploratory quantitative study with 21 engineering students. The results indicate that the working alliance in both study conditions can be classified as medium to high overall. The results further show higher values for bonding on a writing-based platform than when using a click-based system. However, click-based systems seem to be more helpful as a low-threshold entry point to coaching, as they guide coachees better through the process by providing predefined answers. An evaluation of the technical realization shows that self-reflection processes through digital self-coaching via chatbot are generally well accepted by students. For further development and research, it is therefore recommendable to develop a “mixed” coachbot that allows interaction via clicking as well as via free writing.

Higher education blended learning: a network study of student learning paths

For the aim of this research, a model of students' learning pathways as a network that records time and sequence of learning events is introduced. These learning pathways networks also establish the online learning rate. Results demonstrate that pupils who passed learned more online than those who failed. The findings of the person-centered study demonstrate that only test anxiety affects the number of nodes and arcs of the individual learning pathway network, which was represented as an individual network. Also, the qualities of social networks are influenced by how active or inactive users are. There is evidence to back up the theory that pupils who are driven to learn do not necessarily study more information. As a result of exam anxiety, engagement, and disengagement, the learning pathways of individuals are shaped and reshaped throughout time.

Views and Anxiety Levels of University Students Regarding Distance Education during the Covid-19 Pandemic

This study was conducted to identify the views and anxiety levels of university students regarding distance education during the Covid-19 pandemic. The population of this descriptive and cross-sectional study consisted of the students studying at seven health-related departments at two state universities in Turkey. The data were collected using a questionnaire developed by the researchers and the State Anxiety Inventory (SAI). The results revealed that 50.2% of the students were first-year students, 30% were studying at the first and emergency aid program, 79.3% had a medium-income level, 50.1% lived in a metropolitan area, and 83% had a nuclear family. 50.9% of the students were satisfied with the distance education system, 52.1% found the lessons given through the distance education method partially understandable, 46.7% found the lecturing styles partially plain and understandable, and 72.7% had exam anxiety. The SAI score of the students was found to be 59.0±5.30 (range 29–73), and 52.8% of them had a moderate anxiety level. While the level of anxiety in students varied significantly according to gender, department, and family income, no significant difference was found among the participants in terms of age, year of study, family type, place of residence, and the presence of chronic and psychological illnesses. The anxiety scores of those who were not satisfied with the distance education, who experienced exam anxiety, who understood the online lessons partially, and who attended the lessons were found to be significantly higher. The study demonstrated that university students experienced anxiety about distance education and exams during the Covid-19 pandemic.

ONLINE TEST ANXIETY AND EXAM PERFORMANCE OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENTS UNDER E-PROCTORED EXAMS AMID COVID-19

Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students’ studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students’ online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties. Keywords: International Baccalaureate (IB), Diploma Programme (DP), e-proctored test, virtual examination

Exploring the Impact of Exam Anxiety by Using Vas Scale Among Students of Private Medical College Pakistan

Background:To assess examination related anxiety among medical students by using VAS (Visual Analogue Scale) and to explore the factors adding to exam anxiety among medical students. Objectives: The study was conducted to investigate Exam anxiety and its influencing factors on medical and dental students at the Private Medical College in Lahore, Pakistan, The study was conducted to exploring exam anxiety and its influencing factors on medical and dental students of Private Medical College, Lahore- Pakistan Methods: A cross-sectional study was conducted among students from central park medical college Lahore. The survey included statements about the demographic profile of the study participants and used the VAS (Visual Analogue Scale).Pre- designed questionnaire was used to collect the data. The multiple rounds of data collection were done. The data was analyzed by SPSS 24. Chi- square test was applied to obtain the required results. Results: Sign andsymptoms regarding exam anxiety among male and female students of different years of MBBS showed mild anxiety level during exams in male 20(14.8%) compared with female students showed 14(8.5%), moderate anxiety among males observed in 3rdyear 29(67.4%) compared with female of the same years was moderately high as 43(78.2%), maximum anxiety among 2ndyears male and femalestudents as 21(63.6%) versus 30(65.2%) respectively with p=0.001 showed there is statistically significant difference among anxiety level of male and female medical students. Conclusion: This study indicates moderate level of exam anxiety based on a Visual Analogue Scale in students of a medical college and also highlights factors such as extensive course load, lack of exercise and long duration of exams which contribute to Exam Anxiety. Keywords: Visual Analogue Scale, Exam Anxiety, Anxiety

A Preference for Peers over Faculty in the Pandemic Era: Development and Evaluation of a Medical Student-led Virtual Physiology Exam Review

In the middle of the COVID-19 pandemic, students at the University of California, Irvine, reimagined their peer-led, small-group, tutorial sessions into an online format. The virtual sessions improved student-reported understanding of physiological principles and reduced exam anxiety. Peer-led review remains a valuable resource in the era of virtual medical education.

Eglish Speaking Anxiety Level And Major Component Of Anxiety Of Undergraduate Engineering Students At Erode Sengunthar Engineering College, Tamil Nadu: A Descriptive Study

Speaking in English causes anxiety in learners’ mind and it acts as a filter. Anxiety impedes speaking in English which is a problem for the learners. This paper is intended to address the problem found in Erode Sengunthar Engineering College students. The study examines the level of anxiety and its major factor that filters the performance while speaking in English inside the classroom. 50 under graduate engineering students attended the study. For data collection a series of questionnaire of FLCAS developed by Horwitz in 1986, based on the Likert 5 point scale was administered. It also focuses on the performance of pupils most of whom feel more anxious about foreign language. The findings of this research reveals that more students are moderately affected . More importantly, the results show that students are extremely concerned about fear of negative evaluation (3.41) and the Exam Anxiety (3.27).

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

The impact of virtual reality meditation on college students’ exam performance

Advocates of meditation claim that it can improve various aspects of life, including health, attention, thinking, and learning. The purpose of this empirical, quantitative, between-subject study was twofold. First, it compared the effectiveness of meditation delivered through virtual reality versus video, as measured by students’ test scores. Second, the study provided insights on the use of meditation, whether via virtual reality or video, as a way to positively affect well-being. T-test analysis showed virtual reality meditation to be significantly more beneficial than video meditation. Students reported that meditation techniques delivered using either medium to be helpful in decreasing their pre-exam anxiety. This study has practical implications and offers evidence on the beneficial impact of VR meditation on students’ exam performance and anxiety levels.