Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2022 ◽  
pp. 1803-1846
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2019 ◽  
pp. 127-169
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

scholarly journals Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Ni Nyoman Diah Werdiyanti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Summative Assessment ◽  
Assessment Process ◽  
Self Assessment ◽  
High School English ◽  
Final Project

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

scholarly journals Performance indicators in higher education with learning analytics

2017 ◽  
Vol 3 (2) ◽  
pp. 12
Author(s):  
Carlos Morais ◽  
Paulo Alexandre Alves ◽  
Luisa Miranda
Keyword(s):  
Virtual Environment ◽  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Negative Consequences ◽  
Access Frequency ◽  
The Mean ◽  
Academic Information

The regular use of virtual learning environments by educational institutions and the availability of large quantities of data regarding the teaching and learning process both challenge teachers, institutions and researchers to explore such data within the perspective of learning analytics in order to obtain indicators which might contribute to the improvement of the teaching and learning process. Consequently, such improvement may lead to students’ better learning outcomes as well as a better relationship with the institution they attend. Taking into account that student retention and dropout from degree courses before their completion have highly negative consequences for a high number of students, the aim of this research is to look into indicators associated with such problems through a mixed methodology, both qualitative and quantitative, and through procedures of analysis and research of data from databases containing academic information provided by a sample of 1,588 undergraduates. The focus of the study lies upon the relation and analysis of the following variables: students’ frequency of access per course unit to the virtual environment of the institution they attend; quantity of course units passed; and mean of the marks obtained in the course units passed. Among the results obtained, we highlight the existence of a positive degree of association with moderate correlation between the variables frequency of access per course unit to the virtual environment and the mean of the number of course units passed. Following the division of the sample into four different groups, each group corresponding to one quartile, resulting from the data regarding the frequency of accesses per course unit to the institution’s virtual environment, significant differences were found concerning the mean of the course units passed between the groups showing a higher frequency of access to the virtual learning environment and those with a lower access frequency, to the advantage of the groups showing a higher frequency of access to the virtual environment. Therefore, considering the way the groups were constituted, there is proof that the higher the frequency of access to the virtual environment is, the higher the probability of students succeeding in the course units they attend will be.

scholarly journals Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming

2021 ◽  
Author(s):  
Sonsoles López-Pernas ◽  
Mohammed Saqr ◽  
Olga Viberg
Keyword(s):  
Frequency Analysis ◽  
Learning Process ◽  
Learning Analytics ◽  
Assessment Tool ◽  
Approaches To Learning ◽  
Theoretical Concepts ◽  
Combining Data ◽  
Copy And Paste ◽  
The Individual ◽  
Learning Programming

Learning programming is a complex and challenging task for many students. It in-volves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of stu-dents’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achieve-ment. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an au-tomated assessment tool. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.

scholarly journals The Development Of Expert Learners In The Classroom

2010 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Saemah Rahman ◽  
Zuria Mahmud ◽  
Siti Fatimah Mohd Yassin ◽  
Ruslin Amir ◽  
Khadijah Wan Ilias
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Teachers Perceptions ◽  
Literature Reviews ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Learn Approach

The term ‘expert learner’ refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and “learning how to learn” approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia.  Findings were reduced into thematic categories representing students’ and teachers’ perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of “learning to learn” approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.

scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Jogos educativos como agente facilitador no processo de aprendizagem de Química

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00839
Author(s):  
Eliane Cristina de Resende ◽  
Priscila Ferreira de Sales Amaral ◽  
Vássia Carvalho Soares ◽  
Meryene de Carvalho Teixeira ◽  
Claudimar Junker Duarte
Keyword(s):  
Social Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
Minas Gerais ◽  
Chemical Transformations ◽  
Pedagogical Tool ◽  
Federal Institute ◽  
Chemistry Learning ◽  
Activity Integration

Este trabalho é um relato de experiência sobre o uso de jogos educativos como facilitador do processo de ensino e de aprendizagem em Química, que teve como objetivo despertar o interesse dos estudantes e encontrar alternativas capazes de ajudá-los a compreender as transformações Químicas que ocorrem no mundo de forma abrangente e integrada. Para tanto, discentes dos cursos técnicos integrados e superiores do Instituto Federal de Minas Gerais – Campus Bambuí elaboraram jogos educativos abordando conceitos de Química. Uma banca de jurados, composta por servidores de diversas áreas do Instituto, avaliou de forma criteriosa os jogos educativos. Ao final, os estudantes responderam um questionário, para avaliar de forma qualitativa a percepção dos mesmos, quanto ao aprendizado dos conceitos abordados e dificuldades durante o processo. Observou-se que a elaboração dos jogos educativos contribuiu para o aprendizado dos conteúdos abordados e mostrou-se importante para estimular as relações cognitivas, afetivas e sociais dos estudantes. Palavras-chave: Atividade lúdica. Integração. Ferramenta pedagógica.   Educational games as a facilitating agent in the chemistry learning process Abstract This work is an experience report on the use of educational games as a facilitator of the teaching and learning process in Chemistry, which aimed to arouse the interest of students and find alternatives capable of helping them to understand the chemical transformations that occur in the world in a comprehensive and integrated way. In order to achieve this, students from integrated technical courses and college at the Federal Institute of Minas Gerais - Campus Bambuí developed educational games addressing Chemistry concepts. A panel of judges, composed of colleagues from different areas of the Institute, carefully, evaluated the educational games. At the end, students answered a questionnaire to qualitatively assess their perception, regarding the learning of the concepts addressed and difficulties during the process. It was observed that the elaboration of educational games contributed to the learning of the contents covered and proved to be important to stimulate students' cognitive, affective and social relationships. Keywords: Ludic activity. Integration. Pedagogical tool.

Gamification's Role as a Learning and Assessment Tool in Education

2020 ◽  
pp. 812-822
Author(s):  
Mageswaran Sanmugam ◽  
Hasnah Mohamed ◽  
Norasykin Mohd Zaid ◽  
Zaleha Abdullah ◽  
Baharuddin Aris ◽  
...  
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Corporate World ◽  
Game Elements ◽  
New Millennium

Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leader board can assist in keeping the students not only motivated but also engaged to the teaching and learning process in the school. As learning and assessment come hand in hand as a knowledge acquiring process in a classroom, therefore it should be identified whether or not gamification can be truly utilized in the form of a learning and assessment tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as a learning and assessment tool based on the review of several studies carried out in the field of gamification.

scholarly journals Analysis of Online Learning Behaviour from a Tutor Perspective: Reflections on Interactive Teaching and Learning in the Big Data Era1

2015 ◽  
Vol 10 (2) ◽  
pp. 29-48 ◽  
Author(s):  
Yanhui Han* ◽  
Shunping Wei ◽  
Shaogang Zhang
Keyword(s):  
Big Data ◽  
Learning Process ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Process Data ◽  
Accurate Analysis ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Education In China

In the field of education in China, a large number of learning management systems have been deployed, in which vast amounts of data on learners and learning processes have been stored. How can one make use of these data? How can one transform the data into information and knowledge that inform decision-making in teaching and optimize learning? These questions have become a matter of concern for educators and learners. Learning analytics helps to unlock the value of the learning process data, so that the data can become an important basis for prudent decisions and process optimization. 'Learning analytics' was listed in the 2013 NMC Horizon Report as one of the emerging technologies that will have a great impact on learning, teaching and innovative research in higher education in two to three years. The report notes that learning analytics aims to decipher trends and patterns in the teaching and learning process from educational big data. In this paper, an online course on the Moodle platform is used for the research. The study examines reflection on online teaching and learning based on massive records of the learning process from the perspective of a tutor employing learning analytics. It is a brand new form of reflection on teaching and learning. The analysis of interactive course forums can help tutors to focus on key teaching and learning activities, and achieve more accurate analysis than with conventional face-to-face teaching activities. The research indicates that learning analytics is effective in supporting tutor reflection on interactive online teaching and learning.

scholarly journals Putting It All Together: Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming

2021 ◽  
Vol 13 (9) ◽  
pp. 4825
Author(s):  
Sonsoles López-Pernas ◽  
Mohammed Saqr ◽  
Olga Viberg
Keyword(s):  
Frequency Analysis ◽  
Learning Process ◽  
Learning Analytics ◽  
Engineering Students ◽  
Assessment Tool ◽  
Approaches To Learning ◽  
Theoretical Concepts ◽  
Combining Data ◽  
The Individual ◽  
Learning Programming

Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achievement. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an automated assessment tool used to support students while solving the programming assignments. The study included the data of 292 engineering students (228 men and 64 women, aged 20–26) from the two aforementioned sources. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely, slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.

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