Interactive Trivia of Laws of the Game as a Resource for Training FIFA Football Referees

2013 ◽  
pp. 200-214
Author(s):  
Manuel Armenteros ◽  
Anto J. Benítez ◽  
Diana-Gabriela Curca
Keyword(s):  
User Experience ◽  
Learning Process ◽  
Research Group ◽  
Theoretical Basis ◽  
Multiple Choice ◽  
Educational Resource ◽  
Multiple Choice Questions ◽  
Great Satisfaction ◽  
Structure And Dynamics

This chapter presents the interactive trivia game developed by the TECMERIN research group in collaboration with the Fédération Internationale de Football Association (FIFA) as an online educational resource to facilitate the learning process for football referees and assistant referees. The interactive trivia model uses a total of 1500 multiple-choice questions. This research explains the structure and dynamics of the game, the technology used, its structure, and the theoretical basis. The model has been tried out by eleven international referee instructors in order to test the user experience as felt by the participants. The results obtained show great satisfaction in the game as an educational resource and confirm the immediate possibility of extrapolating the model to other areas of sport.

scholarly journals Kahoot!: Bring the Fun Into the Classroom!

2018 ◽  
Vol 2 (2) ◽  
pp. 127 ◽  
Author(s):  
Grace Nathania Clara Sabandar ◽  
Noldy Richard Supit ◽  
Effendy Suryana
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Multiple Choice ◽  
Digital Games ◽  
Goal Achievement ◽  
The Internet ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
Methods And Techniques ◽  
Interactive Workshop

During the height of 21<sup>st</sup> Century Learning, educators across the globe are demanded to find ways, methods and techniques to engage modern learners in the learning process. Nowadays, with the simplicity provided by the Internet, it is not as difficult and painful to help with the process. One of the fun ways to educate learners is with games, digital games. Games are usually intended to increase learners’ desire for competition, goal achievement and genuine self-expression, all in the while games are also great to promote interactivity, have a set of rules with a quantifiable result, can be colorful, as well as appealing and extremely realistic. This paper is based on an interactive workshop which was focused in exploring the app, Kahoot!, that claims to provide educators with a chance to create a game-based assessment in different forms, such as multiple-choice questions, jumbled vocabulary, jumbled sentences. Healthy competition and rewarding good ideas provided by Kahoot! app also said to be motivational both to educators and for modern learners. It is expected that through this workshop participants are comfortable and able to incorporate Kahoot! into a variety of learning environments and will have the opportunity to design game-based learning events that can be used in the classroom. Finally, the workshop provided an opportunity for participants to discuss strengths, weaknesses, benefits and challenges in using Kahoot!.

scholarly journals El Trivia interactivo como recurso educativo para el aprendizaje de las reglas de juego del fútbol

2010 ◽  
pp. a139
Author(s):  
Manuel Armenteros Gallardo ◽  
Antonio Jesús Benítez Iglesias ◽  
Diana Gabriela Curca
Keyword(s):  
Research Group ◽  
Educational Tool ◽  
Great Satisfaction ◽  
Preliminary Results ◽  
Teaching Resource ◽  
Structure And Dynamics

Este artículo presenta un modelo de Trivia interactivo diseñado por el grupo de investigación TECMERIN en colaboración con la Federation Internationale de Football Association (FIFA) como material educativo para facilitar el aprendizaje de las Reglas del Juego a los árbitros y árbitros asistentes. El artículo explica la estructura y dinámica del juego, la tecnología que fue usada en su desarrollo y sus fundamentos teóricos. Los resultados preliminares obtenidos del pre-test de experiencia de usuario reflejan una gran satisfacción en el usuario y confirma el éxito de la herramienta como recurso educativo con posibilidad de extrapolarlo a otros ámbitos de aprendizaje.Use of interactive Trivia for learning the laws of the gameAbstractThis paper presents the interactive quiz game designed by TECMERIN research group in collaboration with the Federation Federation Internationale de Football Association (FIFA) as an educational tool to facilitate learning of referees and assistant referees in football. The paper explains the structure and dynamics of the game, the technology used and the structure and the theoretical fundaments. We also analyze the advantages of the model as a teaching resource. In preliminary results, there is a great satisfaction as an educational tool and immediate possibility of extrapolating the model to other fields of learning.

scholarly journals Constructed Response or Multiple-Choice Questions for Assessing Declarative Programming Knowledge? That is the Question!

10.28945/4479 ◽  
2019 ◽  
Vol 18 ◽  
pp. 153-170
Author(s):  
Yolanda Belo ◽  
Sérgio Moro ◽  
António Martins ◽  
Pedro Ramos ◽  
Joana Martinho Costa ◽  
...  
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
Multiple Choice ◽  
Added Value ◽  
Future Research ◽  
Declarative Programming ◽  
Multiple Choice Questions ◽  
Constructed Response ◽  
Programming Knowledge ◽  
Teaching Learning

Aim/Purpose: This paper presents a data mining approach for analyzing responses to advanced declarative programming questions. The goal of this research is to find a model that can explain the results obtained by students when they perform exams with Constructed Response questions and with equivalent Multiple-Choice Questions. Background: The assessment of acquired knowledge is a fundamental role in the teaching-learning process. It helps to identify the factors that can contribute to the teacher in the developing of pedagogical methods and evaluation tools and it also contributes to the self-regulation process of learning. However, better format of questions to assess declarative programming knowledge is still a subject of ongoing debate. While some research advocates the use of constructed responses, others emphasize the potential of multiple-choice questions. Methodology: A sensitivity analysis was applied to extract useful knowledge from the relevance of the characteristics (i.e., the input variables) used for the data mining process to compute the score. Contribution: Such knowledge helps the teachers to decide which format they must consider with respect to the objectives and expected students results. Findings: The results shown a set of factors that influence the discrepancy between answers in both formats. Recommendations for Practitioners: Teachers can make an informed decision about whether to choose multiple-choice questions or constructed-response taking into account the results of this study. Recommendation for Researchers: In this study a block of exams with CR questions is verified to complement the area of learning, returning greater performance in the evaluation of students and improving the teaching-learning process. Impact on Society: The results of this research confirm the findings of several other researchers that the use of ICT and the application of MCQ is an added value in the evaluation process. In most cases the student is more likely to succeed with MCQ, however if the teacher prefers to evaluate with CR other research approaches are needed. Future Research: Future research must include other question formats.

scholarly journals Engaging and Assessing Students through their Electronic Devices and Real Time Quizzes

2016 ◽  
Vol 3 (2) ◽  
pp. 173 ◽  
Author(s):  
E. Ferrándiz ◽  
C. Puentes ◽  
P. J. Moreno ◽  
E. Flores
Keyword(s):  
Real Time ◽  
Learning Process ◽  
Electronic Devices ◽  
Multiple Choice ◽  
Teaching Experience ◽  
Third Party ◽  
Teaching Methodology ◽  
Multiple Choice Questions ◽  
Internet Connection ◽  
Electronic Tool

<p>This paper describes a teaching experience using Socrative, a third party electronic tool, for real-time questioning in lectures of Econometrics.  Econometrics is a theoretical-practical subject, but traditionally a large proportion of our students tend to focus on the practical and discard the theory, often skipping classes on theory and avoiding studying its content, probably motivated by its complexity. As a consequence, students’ marks obtained in the theoretical part of the exam are usually low. In this context, we put forward a change in our teaching methodology to include the use of Socrative, a freely available app, that allows students to answer teachers’ short, true/false, or multiple choice questions posed during each class using their smartphones (or other electronic devices with Internet connection). The objectives of this project are twofold: 1) to engage students and increase attendance at lectures; 2) to improve feedback on the learning process. The results of a survey of a sample of 186 students reveal that Socrative has been an effective tool for achieving these objectives.</p>

scholarly journals Evaluating pre-service science teachers’ concept mastery in the topic of biodiversity during distance learning under circumstance of Covid-19 pandemic

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Aida Fikriyah ◽  
Bayu Sandika ◽  
Etistika Yuni Wijaya
Keyword(s):  
Distance Learning ◽  
Science Teachers ◽  
Quantitative Study ◽  
Learning Process ◽  
Multiple Choice ◽  
Service Science ◽  
Multiple Choice Questions ◽  
Online Test ◽  
Concept Mastery ◽  
Pedagogical Competence

Students as pre-service science teachers have to reach concept mastery during learning process, since it includes in a teachers’ pedagogical competence that has to be attained well. Although this current circumstance is under covid-19 pandemic, however distance learning should provide an effective situation that can gauge students’ concept mastery. This study aims at evaluating pre-service science teachers’ concept mastery in the topic of biodiversity during distance learning under circumstance of covid-19 pandemic. The research included in a descriptive quantitative study. The distance learning was conducted in the lecture of bioconservation during odd semester, on September 2020 toward 50 students in the year academic of 2017. Data were collected using an online test consisting of 10 multiple choice questions. Findings indicates that the pre-service science teachers’ concept mastery reached a score of 53.0 in which was categorized as moderate criteria. Therefore, it can be concluded that the concept mastery has to be enhanced continually in every learning process in order pre-service science teachers are able to comprehend science concepts and enhance this mastery respectively.

scholarly journals Lærerstudenters misoppfatninger og læring om kjemiske reaksjoner

2021 ◽  
Vol 17 (1) ◽  
pp. 79-96
Author(s):  
Kåre Haugan ◽  
Anna Marie Holand
Keyword(s):  
Chemical Reactions ◽  
Chemical Reaction ◽  
Learning Process ◽  
Chemical Change ◽  
Multiple Choice ◽  
Symbolic Meaning ◽  
Laboratory Work ◽  
Multiple Choice Questions ◽  
Element Carbon ◽  
Written Test

This study has addressed misconceptions and the learning process of chemical reactions. 14 student teachersperformed a written test consisting of 28 multiple choice questions and after participating in fivechemistry classes the students were interviewed individually focusing on misconceptions and experiencedlearning events. Several misconceptions and hindrances for the learning of chemical reactions were identified.Some of these are previously identified, but two were more surprising; Three out of 13 studentswere confused when switching between the terms chemical “reaction” and chemical “change”, a confusiongenerated by a chemistry textbook. In addition, one student mixed up the symbolic meaning of theletter “C” in NaCl to C for the element carbon. Another student learned the profound difference betweentwo states of a substance when the symbols (aq) and (l) were used to differ between “dissolved in water”and “liquid”. Finally, the students identified dialogue and laboratory work as important for their learningof chemical reactions.

scholarly journals JITT with assessment for learning: Investigation and improvement of students understanding of kinematics concept

2020 ◽  
pp. 94-101
Author(s):  
Akhmad Jufriadi ◽  
Ratri Andinisari
Keyword(s):  
Experimental Design ◽  
Learning Process ◽  
Effect Size ◽  
Mixed Method ◽  
Multiple Choice ◽  
Assessment For Learning ◽  
Multiple Choice Questions ◽  
Average Speed ◽  
Mixed Method Approach ◽  
Method Approach

This study aims to investigate and explore students' understanding of the concept of Kinematics, particularly in the concepts of acceleration, velocity, distance and displacement. This research used a mixed-method approach with an embedded experimental design. The research was conducted by involving 21 students consisting of 7 men and 14 women. This research used reasoned multiple-choice questions and short interviews to determine the students' initial and final understanding. The results showed that, before the intervention was carried out, as much as 42.86% of students did not understand the concept of distance and displacement correctly, as much as 26.99% of students did not understand the concepts of instantaneous velocity and average speed, as much as 45.6% did not understand the concepts of position, velocity and acceleration and as much as 87.31% did not understand about the direction of velocity and acceleration. In addition, the results showed that the application of JITT with assessment for learning could significantly improve students' understanding of concepts, with N-gain = 0.56 and effect size = 2.38. This study explains the difficulties and general understanding of students on the concepts of distance and displacement, and the direction of object acceleration. In addition, the integration of assessment for learning to JITT is an option in the learning process to improve understanding of Kinematics concepts.

Fuzzy Evaluation of Examinees Through Multiple Choice Questions

Informatica ◽  
2017 ◽  
Vol 28 (4) ◽  
pp. 609-628
Author(s):  
Ali Fahmi ◽  
Cengiz Kahraman
Keyword(s):  
Multiple Choice ◽  
Fuzzy Evaluation ◽  
Multiple Choice Questions
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