scholarly journals The Dark Side of Narrow Gamification: Negative Impact of Assessment Gamification on Student Perceptions and Content Knowledge

2020 ◽  
Author(s):  
Hee Yoon Kwon ◽  
Koray Özpolat
Keyword(s):  
Student Perceptions ◽  
Content Knowledge ◽  
Negative Impact ◽  
Unintended Consequences ◽  
Dark Side ◽  
Final Exam ◽  
Classroom Activities ◽  
Course Experience ◽  
Exam Scores ◽  
Game Elements

We explored the effects of assessment gamification on students’ content knowledge and perceptions of satisfaction, course experience, learning, and impact of teaching techniques. The course preparation, attendance, quizzes, classroom activities, and team projects of an undergraduate operations and supply chain management course had game elements that accumulate to team advantages in the collaborative midterm and final exam. Interestingly, we found that gamifying assessment activities resulted in significantly lower content knowledge, satisfaction, and course experience. Difference in perceived learning was not significant. Also, team exam scores were significantly lower in the gamified group, whereas individual exam scores were not significantly different. This study contributes to the literature by providing empirical evidence that gamification in classroom may produce unintended consequences and implementing gamification restrictively to assessment is ineffective at best. Directions for further research are discussed.

scholarly journals Incentivizing with Bonus in a College Statistics Course

2018 ◽  
Vol 7 (1) ◽  
pp. 93
Author(s):  
Victoria Ingalls
Keyword(s):  
Content Knowledge ◽  
Private University ◽  
Online Homework ◽  
Negative Effects ◽  
Final Exam ◽  
Internal Motivation ◽  
Significant Difference ◽  
Statistics Course ◽  
Exam Scores ◽  
Bonus Points

Many studies have argued the negative effects of external rewards on internal motivation while others assert that external motivation does not necessarily undermine intrinsic motivation. At a private university, students were given the option to earn bonus points for achieving mastery in the online homework systems associated with Statistics and Pre-Calculus courses. The results showed a significant difference in online homework grades and final exam scores, dependent upon when the incentive was given. The findings of this research suggest that college students thrive when incentivized. When compared to the students who were not incentivized, the incentivized group had a statistically significantly higher mean for both online homework scores and final exam scores. Many of the incentivized students chose to take the opportunity to earn the bonus points to increase the final semester grade, which apparently also helped to increase the content knowledge necessary for the final exam.

scholarly journals Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

2020 ◽  
Author(s):  
Jack Eichler ◽  
Grace Henbest ◽  
Kiana Mortezaei ◽  
Teresa Alvelais ◽  
Courtney Murphy
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Research University ◽  
Online Course ◽  
Final Exam ◽  
Course Grades ◽  
Large Populations ◽  
Course Experience ◽  
Exam Scores ◽  
Post Hoc

<p>In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized <i>B</i> = 8.648, <i>p</i> < 0.001) and higher grades in the subsequent general chemistry course (unstandardized <i>B</i> = 0.269, <i>p</i> < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized <i>B</i> = 11.103, <i>p</i> < 0.001; general chemistry course grades: unstandardized <i>B</i> = 0.323, <i>p</i> = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein. </p>

scholarly journals Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

2020 ◽  
Author(s):  
Jack Eichler ◽  
Grace Henbest ◽  
Kiana Mortezaei ◽  
Teresa Alvelais ◽  
Courtney Murphy
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Research University ◽  
Online Course ◽  
Final Exam ◽  
Course Grades ◽  
Large Populations ◽  
Course Experience ◽  
Exam Scores ◽  
Post Hoc

<p>In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized <i>B</i> = 8.648, <i>p</i> < 0.001) and higher grades in the subsequent general chemistry course (unstandardized <i>B</i> = 0.269, <i>p</i> < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized <i>B</i> = 11.103, <i>p</i> < 0.001; general chemistry course grades: unstandardized <i>B</i> = 0.323, <i>p</i> = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein. </p>

Classroom Cops, What Do the Students Think? A Case Study of Student Perceptions of School Police and Security Officers Conducted in an Hispanic Community

2005 ◽  
Vol 7 (4) ◽  
pp. 264-285 ◽  
Author(s):  
Ben Brown ◽  
Wm. Reed Benedict
Keyword(s):  
Student Perceptions ◽  
Police Officers ◽  
Negative Impact ◽  
Regression Analyses ◽  
Predominantly Hispanic ◽  
Security Officers ◽  
Hispanic Community ◽  
School Police ◽  
Racial Ethnic ◽  
Perceptions Of School

Although the number of police officers serving in schools has escalated in recent years, few studies of student perceptions of school police have been conducted. This study presents an analysis of data on student perceptions of school police officers and school security officers which were obtained from surveys administered to a sample of predominantly Hispanic students who reside in a predominantly Hispanic community. Descriptive analyses of the data show that the majority of students view the officers favourably, but comparisons of the present findings with previously published research on adult perceptions of the police indicate that the percentage of students who view the officers favourably is lower than the percentage of adults who view the police favourably. Regression analyses of the data indicate that gender has a varying impact on different measures of attitudes toward the officers, that year in school has no impact on perceptions of the officers and that personal knowledge of crime and delinquency in the schools has a negative impact on perceptions of the officers. The regression analyses also suggest that race/ethnicity has no impact on student perceptions of the officers; a finding which is consistent with prior research on perceptions of the police conducted in areas with sizeable racial/ethnic minority populations.

scholarly journals Self‐Assessment Quiz Taking Behaviour Analysis in an Online Course

2016 ◽  
Vol 19 (2) ◽  
pp. 15-31 ◽  
Author(s):  
Yasin Ozarslan ◽  
Ozlem Ozan
Keyword(s):  
Online Course ◽  
Distance Learners ◽  
Self Assessment ◽  
Chi Square ◽  
Final Exam ◽  
Undergraduate Level ◽  
Chi Square Test ◽  
Learner Profile ◽  
Exam Scores ◽  
And Gender

AbstractSelf-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners’ self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking behaviours and final exam scores or not. In addition, we investigated how self-assessment quiz taking behaviour differs with respect to learner profile. In line with this purpose, 677 students’ 6092 test events across Project Culture course on Sakai CLE LMS were analyzed. For the analysis of the quantitative data, one-way ANOVA, Chi-Square test of independence, independent-samples t-test and descriptive statistics were utilized. The results revealed that learners who attended self-assessment quizzes regularly had higher final exam scores than others who did not attend those quizzes. Also, they were more satisfied with the course than others study field. In addition, learners who attended selfassessment quizzes regularly had a higher degree of perceived learning. However, number of attempts to those quizzes does not have an effect on final exam scores. On the other hand, a statistically significant relationship was found between attempt number and gender in favour of female learners.

scholarly journals Power Imbalance and the Dark Side of the Captive Agri-food Supplier–Buyer Relationship

2021 ◽  
Author(s):  
Richard Glavee-Geo ◽  
Per Engelseth ◽  
Arnt Buvik
Keyword(s):  
Financial Performance ◽  
Negative Impact ◽  
Positive Impact ◽  
Dark Side ◽  
Curvilinear Relationship ◽  
Power Imbalance ◽  
Negative Consequences ◽  
Key Informants ◽  
Economic Satisfaction

AbstractThis paper highlights the dark side of power imbalance regarding its consequences in agri-food supplier–buyer relationships. We report on findings from two studies. The first study is based on a sample of 105 key informants, while study 2 is based on a sample of 444 key informants, all from the cocoa agri-food supply market of Ghana. While the first study focuses on the antecedents of power imbalance and its consequences, the second study explores the role of cooperatives/collective action in minimizing supplier exploitation. Data from these studies were analysed using the partial least squares technique (SmartPLS). Analysis of these findings shows switching costs’ impact on power imbalance to be curvilinear, while power imbalance has a curvilinear relationship with opportunism. The negative consequences of power imbalance are further exacerbated by dependency and the lack of joint action. Furthermore, we found the negative impact of power imbalance on financial performance to be stronger for non-cooperative members than for cooperative members, while, counterintuitively, we found the positive impact of economic satisfaction on financial performance to be stronger for non-cooperative members than for cooperative members.

scholarly journals Predicting students' final exam scores from their course activities

2015 ◽  
Author(s):  
Michael Mogessie Ashenafi ◽  
Giuseppe Riccardi ◽  
Marco Ronchetti
Keyword(s):  
Final Exam ◽  
Exam Scores

scholarly journals META ANALISIS TUTORIAL ONLINE UNIVERSITAS TERBUKA

1970 ◽  
Vol 20 (1) ◽  
pp. 32-38
Author(s):  
Sri Suharmini Wahyuningsih ◽  
Tri Darmayanti ◽  
Arifah Bintarti
Keyword(s):  
Global Analysis ◽  
Meta Analysis ◽  
Learning Support ◽  
Final Exam ◽  
Online Tutorial ◽  
Online Tutorials ◽  
Exam Scores ◽  
The Relationship ◽  
Distance Education System

Online tutorial service was a learning support services provided by the Universitas Terbuka (UT) for its students. In the distance education system, the learning process could be done through the internet. Research on online tutorial learning and services has been done by UT lecturers. This article aimed to map research related to UT's online tutorials, both in the form of research reports and those that have been published in journals. The purpose of mapping was to find out what research topics regarding online tutorials that have been conducted. The research method used was the meta-analysis method, combining various analyzes which then produced a global analysis of online tutorials. The results of this study were online tutorial research could be categorized into five topics, namely a) the relationship between online tutorial values ​​and final exam scores; b) organizing online tutorials; c) the quality of online tutorials; d) online tutorial accessibility; and e) online tutorials as a research tool. Students rated the implementation of online tutorials as good and they were satisfied. The value of online tutorials could contribute to the value of final exam scores. However, the accessibility of online tutorials was still low because it depended on the network and students’ discipline and activeness. Layanan tutorial online merupakan layanan bantuan belajar yang diberikan Universitas Terbuka (UT) untuk para mahasiswanya. Dalam sistem pendidikan jarak jauh proses pembelajaran dapat dilakukan melalui jaringan internet. Penelitian tentang layanan dan pembelajaran tutorial online sudah banyak dilakukan oleh dosen UT. Artikel ini bertujuan untuk memetakan penelitian yang berhubungan dengan tutorial online UT, baik dalam bentuk laporan penelitian maupun yang sudah dipublikasikan di jurnal. Tujuan pemetaan adalah untuk mengetahui apa saja topik penelitian mengenai tutorial online yang sudah dilakukan. Metode penelitian yang digunakan adalah metode meta analisis, menggabungkan berbagai analisis yang kemudian menghasilkan analisis global mengenai tutorial online. Hasil dari penelitian ini adalah penelitian tutorial online dapat dikategorikan menjadi lima topik, yaitu: a) Hubungan nilai tutorial online dengan nilai UAS; b) Penyelenggaraan tutorial online; c) Kualitas tutorial online; d) Aksesibilitas tutorial online; dan e) Tutorial online sebagai sarana atau alat penelitian. Mahasiswa menilai penyelenggaraan tutorial online sudah baik dan mahasiswa merasa puas. Nilai tutorial online dapat berkontribusi terhadap nilai UAS. Namun aksesibilitas tutorial online masih rendah karena bergantung kepada jaringan serta kedisiplinan dan keaktifan mahasiswa.

scholarly journals Investigating a Newly Developed Educational Orthopedic Application for Medical Interns in a Before-after Quasi-clinical Trial Study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mahla Daliri B.O. ◽  
Hassan M. Majd ◽  
Ali Moradi
Keyword(s):  
Clinical Trial ◽  
Medical Knowledge ◽  
Correlational Analysis ◽  
Control Group ◽  
P Value ◽  
Case Group ◽  
Final Exam ◽  
Vas Scores ◽  
Medical Interns ◽  
Exam Scores

Abstract Background In COVID 19 era, the literature on e-learning, or particularly m-learning, has considerably increased focusing on the subject of medical knowledge transfer. Considering the importance of orthopedic knowledge for general practitioners and the inadequacy of the orthopedics internship duration in Mashhad University of Medical Sciences (MUMS), we have developed and investigated a smartphone orthopedic educational application named “Orthobox”. Methods In a quasi-clinical before-after trial study, we investigated the benefits of Orthobox application for medical interns attending MUMS orthopedic departments. A total of 120 students (64 and 56 students in control and case groups respectively) were recruited. The application consists of five main parts of medication, common order samples, common prescriptions, cast and splint types, and educational movies. Students who passed the course without getting access to the application (control group) and students who were also using application during the course (case group) were defined, and comparison was done between them objectively through final exam score comparison and subjectively through Visual Analogue Scale (VAS) questionnaire score comparison. Besides, using case group students’ activity report provided by the application panel, correlational analysis was done on their amount of activity on each of the main parts of the application and the corresponding question exam and VAS score separately. Results The case group of the study generally achieved higher final exam scores, mainly on Order question score (P value<0.001). Total VAS scores were also greater in case group (P value =0.001). It has also been identified that there is a notable positive trend between student’s amount of usage of the application and their final exam scores through correlational analysis. This correlation was not significant about students’ application visit numbers and VAS scores. Conclusion These results suggest that m-learning has got the potential to improve students’ medical knowledge and skills by organizing must-to-learn content specified for intern students of orthopedics on one hand, and cause more satisfaction in students about their education on the other hand. Trial registration This study was not registered because it is a quasi-clinical trial study. Level of evidence Level III (Evidence obtained from well-designed controlled trials without randomization (i.e. quasi-experimental).

Deviant Behavior of Staff and Customers in Service Organizations: Causes and Consequences

2019 ◽  
Vol 2019 (1) ◽  
pp. 157-181
Author(s):  
Sergey Kazakov ◽  
Elena Babintseva
Keyword(s):  
Business Performance ◽  
Performance Metrics ◽  
Deviant Behavior ◽  
Service Industry ◽  
Negative Impact ◽  
Research Question ◽  
Academic Research ◽  
Service Marketing ◽  
Service Organizations ◽  
Dark Side

The academic research in the area of service marketing generally assumes friendly or neutral context of the encounters between employees and customers while providing or consuming the product. Recently, however, scholars are witnessing a new notion, namely ‘Dark Side of Marketing’ (DSM) which entails an increasing stream of pertinent publications in the literature. DSM is a complex yet multifaceted notion and refers to adverse effects of marketing paradigm implementation for humans, businesses and environment. Deviant behavior is a notable phenomenon pertinent to the nature of DSM, as it is mostly examined in relevant studies in comparison with other DSM manifestations. Deviant behavior is also emphasized in DSM studies because of its definitely negative impact on customer satisfaction, loyalty, WOM and, ultimately, on business performance metrics. To date, there is no DSM studies completed in the context of the Russian service industry as literature witnesses although this research question bears an apparent relevance for local business. This paper is destined to bridge this gap by defining the deviant behavior antecedents and gauging their consequences for marketing actors at the servicescape. The research results are based on empirical study of data collected from n=133 sample and on the analysis with utilization of Structural Equitation Modeling (SEM) method.

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