Interactive Self-Assessment Questions within a Virtual Environment

2013 ◽  
pp. 218-227
Author(s):  
Chris Evans ◽  
Luis Palacios
Keyword(s):  
Undergraduate Students ◽  
Content Management ◽  
Learning Object ◽  
Memory Retention ◽  
Self Assessment ◽  
Multimedia Design ◽  
Computer Based ◽  
The Impact ◽  
Different Levels ◽  
Assessment Questions

This study considers the impact that different levels of interactivity have on the memory and understanding. In particular, it focuses in the use of interactive self-assessment questions (ISAQs) as a mechanism to help students learn better. An ISAQ is a computer-based multiple-choice or text-entry question that requires input from the learner, and provides feedback based on that input. This study extends some of Mayer’s (1990) multimedia design principles and considers their applicability in this context. The study also takes into account whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests. The study considers three different types of ISAQs, designed to engage either memory or understanding, in an effort to determine which one is the most effective. It considers the effect of adding interactivity in the form of memory (retention) and understanding (transfer) self-assessment questions in a learning-object content management system used by undergraduate students at Brunel University in West London, UK. It was predicted that both types of ISAQ would increase the performance of learners in tests but with different degrees. The results indicate that transfer tests have a significant impact on retention.

Interactive Self-Assessment Questions within a Virtual Environment

2011 ◽  
Vol 3 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Chris Evans ◽  
Luis Palacios
Keyword(s):  
Undergraduate Students ◽  
Content Management ◽  
Memory Retention ◽  
Self Assessment ◽  
Multimedia Design ◽  
Different Types ◽  
Computer Based ◽  
The Impact ◽  
Different Levels ◽  
Assessment Questions

This study considers the impact that different levels of interactivity have on the memory and understanding. In particular, it focuses in the use of interactive self-assessment questions (ISAQs) as a mechanism to help students learn better. An ISAQ is a computer-based multiple-choice or text-entry question that requires input from the learner, and provides feedback based on that input. This study extends some of Mayer’s (1990) multimedia design principles and considers their applicability in this context. The study also takes into account whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests. The study considers three different types of ISAQs, designed to engage either memory or understanding, in an effort to determine which one is the most effective. It considers the effect of adding interactivity in the form of memory (retention) and understanding (transfer) self-assessment questions in a learning-object content management system used by undergraduate students at Brunel University in West London, UK. It was predicted that both types of ISAQ would increase the performance of learners in tests but with different degrees. The results indicate that transfer tests have a significant impact on retention.

Effectiveness of Interactivity for Enhanced Undergraduate Learning

2010 ◽  
pp. 359-375
Author(s):  
Chris Evans ◽  
Luis Palacios
Keyword(s):  
University Students ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Self Assessment ◽  
The Impact ◽  
Enhanced Learning ◽  
Different Levels ◽  
Assessment Questions ◽  
The Web

This study focuses on how Technology Enhanced Learning (TEL) can best be used by Brunel University students to enhance their learning. The study considers the impact that different levels of interactivity have on the memory and understanding of the students. In particular, it considers the use of interactive self-assessment questions (ISAQs) as a mechanism to help them learn from an eLearning system. One mechanism that has been employed for over four years is the use of a bespoke multimedia eLearning system available over the Web to first-year undergraduates. A common feature of many eLearning systems is the use of ISAQs to allow students to evaluate their grasp of the material with a view to revisiting it if they feel it necessary. However, ISAQs are time-consuming to develop and implement. This case study considers whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests.

Developing Interpersonal and Counseling Skills Through Mixed-Reality Simulation in Communication Sciences and Disorders

2021 ◽  
pp. 1-13
Author(s):  
Twyla Perryman ◽  
Carlie Sandefur ◽  
Chelsea T. Morris
Keyword(s):  
Interpersonal Communication ◽  
Undergraduate Students ◽  
Mixed Reality ◽  
Clinical Skills ◽  
Statistical Significance ◽  
Counseling Skills ◽  
Clinical Simulation ◽  
Positive Attitudes ◽  
Computer Based ◽  
The Impact

Purpose Simulation is increasingly becoming a valuable tool for training and educating students in communication sciences and disorders (CSD). The purpose of this study is to examine the impact of a mixed-reality simulation on CSD students' perceptions of their ability to apply clinical and counseling skills. Additionally, this study sought to investigate the overall efficacy and acceptance of this type of clinical simulation experience for undergraduate CSD students. Method A total of 29 undergraduate students participated in a clinical simulation experience that used actor-controlled avatars in a mixed-reality simulation environment to practice collecting case history information and delivering diagnostic news to parents of a child client. All students completed pre- and postsimulation questionnaires that rated the impact of the clinical simulation experience on their confidence in demonstrating targeted clinical skills and their general attitudes about their participation. Additionally, five lead participants participated in follow-up interviews to gather data to best describe students' perceptions. Quantitative and qualitative data were recorded and analyzed. Results The majority of the students exhibited positive attitudes toward the mixed-reality clinical simulation experience and reported an increase in their perceived ability to apply several counseling skills (e.g., listening and selective feedback) following the session. Analysis showed that the perceived confidence levels on seven out of the 17 targeted skill items increased on the postevent questionnaire to a level of statistical significance and that the simulation experience was described as meaningful and supportive for increasing confidence. Conclusions Mixed-reality clinical simulation may be a useful tool for teaching interpersonal communication and counseling skills for students, including undergraduates, in CSD. Additionally, the use of mixed-reality technology in this study produced similar results seen with other clinical simulation methods such as standardized patients or computer-based simulations.

A proposed model for evaluating the impact of participating in trauma-focused research

2018 ◽  
Vol 49 (2) ◽  
pp. 241-252 ◽  
Author(s):  
Steven J Collings
Keyword(s):  
Undergraduate Students ◽  
Partner Violence ◽  
Cost Benefit ◽  
Risk Category ◽  
Minimal Risk ◽  
Empirical Validity ◽  
Proposed Model ◽  
A Minor ◽  
The Impact ◽  
Different Levels

This article describes the development of a model for assessing levels of risk in trauma-focused research, with evidence for the empirical validity of the model being provided by findings from a study of 438 undergraduate students who participated in a survey regarding past-year exposure to intimate partner violence. A minor increase in risk over minimal risk was found to constitute the modal risk category, with evidence for the empirical validity of the model being provided by the fact that levels of risk assessed by the model were associated with anticipated decreases in the proportion of positive cost–benefit ratios, with different levels of risk being predicted by a unique constellation of risk factors. These findings are discussed with respect to their implications for further research and in relation to the way in which the impact of trauma-focused research is conceptualised.

scholarly journals COMPUTER-ORIENTED RE-TESTING OF STUDENTS AND POSTGRADUATE STUDENTS STUDY RESULTS IN MOODLE

2021 ◽  
pp. 391-395
Author(s):  
Volodymyr Starosta
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Online Survey ◽  
Research Problem ◽  
Master's Students ◽  
Postgraduate Students ◽  
Study Results ◽  
Computer Based ◽  
Computer Based Testing ◽  
The Impact

The urgency of the research problem is due to the need to find new opportunities for computer-based testing, especially in the current context of the COVID-19 pandemic, when most higher education institutions operate in a distance learning environment. The aim of the article is to study the impact of retesting on the performance of students and postgraduate students on the example of studying some pedagogical disciplines in a classical university. The author used the following research methods: theoretical - in order to understand the features of computer-based testing of students in high school, formulating the conclusions of the study, etc. (analysis and synthesis, comparison, generalization, etc.); empirical – to develop didactic tests and identify indicators of initial and re-testing of students and postgraduate students (online survey, pedagogical observation); mathematical – to process the results using the computer program IBM SPSS Statistics 23. The author obtained the following specific results: according to an online survey of 1211 respondents (during 2020), almost 67% of undergraduate students, 70% of undergraduates and 83% of university students study in Moodle most disciplines during the COVID-19 pandemic. The Moodle system is most prevalent in distance learning during the COVID-19 pandemic at the university. The coefficients of internal consistency (Cronbach’s alpha) of the developed tests are equal to 0,80-0,94 for different disciplines. Students and postgraduate students took the mandatory first test at Moodle, and they also had the opportunity to retake the test of their choice. Retesting helps to improve the performance of students and postgraduate students. The average increase in test score (%) between the test and re-test was in the range of 2 -16 for various disciplines (2-14 for bachelor’s students, 11-16 for master’s students, 3-5 for postgraduate students).

scholarly journals Facial Imitation Improves Emotion Recognition in Adults with Different Levels of Sub-Clinical Autistic Traits

2021 ◽  
Vol 9 (1) ◽  
pp. 4
Author(s):  
Andrea Kowallik ◽  
Maike Pohl ◽  
Stefan Schweinberger
Keyword(s):  
Emotion Recognition ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Recognition Task ◽  
Autistic Traits ◽  
Emotional Expressions ◽  
Neuron System ◽  
Computer Based ◽  
The Impact ◽  
Different Levels

We used computer-based automatic expression analysis to investigate the impact of imitation on facial emotion recognition with a baseline-intervention-retest design. The participants: 55 young adults with varying degrees of autistic traits, completed an emotion recognition task with images of faces displaying one of six basic emotional expressions. This task was then repeated with instructions to imitate the expressions. During the experiment, a camera captured the participants’ faces for an automatic evaluation of their imitation performance. The instruction to imitate enhanced imitation performance as well as emotion recognition. Of relevance, emotion recognition improvements in the imitation block were larger in people with higher levels of autistic traits, whereas imitation enhancements were independent of autistic traits. The finding that an imitation instruction improves emotion recognition, and that imitation is a positive within-participant predictor of recognition accuracy in the imitation block supports the idea of a link between motor expression and perception in the processing of emotions, which might be mediated by the mirror neuron system. However, because there was no evidence that people with higher autistic traits differ in their imitative behavior per se, their disproportional emotion recognition benefits could have arisen from indirect effects of imitation instructions

scholarly journals Creating collaborative digital stories to promote community awareness

2019 ◽  
pp. 193-198
Author(s):  
Bradley Irwin
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Local Community ◽  
Study Data ◽  
First Year ◽  
Self Assessment ◽  
Study Approach ◽  
Community Awareness ◽  
Digital Stories ◽  
The Impact

The study presented in this paper explores the impact that a geographically situated digital storytelling project has on community awareness and engagement. A mixed method, exploratory case study approach was adopted for this study. Data was collected during in-class and fieldwork observations, with self-assessment surveys, open-ended questionnaires, and post-project individual debriefing sessions. Eighty-three first year undergraduate students at a rural Japanese university participated in the project. Seventy-nine (n=79) participants completed optional and anonymous self-assessment surveys and questionnaires. The results showed that participants’ community awareness increased significantly after completing the project. Results also indicated that participants believed there was a strong likelihood that they would engage with the local community more in the future. Regarding L2 learning outcomes, data from the self-assessment surveys showed that students believed their English language ability improved alongside an increase in their motivation to study English.

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