Approaches to Measuring Attendance and Engagement

Gordon, Neil; Grey, Simon

doi:10.29311/ndtps.v0i13.2767

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Regarding student attendance, as remarked in [34], monitoring only the indicator of student presence in a course with enforced attendance can lead to misleading errors, once students may attend but still not engage with the exposed content. However, once student presence is facultative in tutorial classes, this indicator may reproduce the students' choice to interact with their peers and instructors in class -thus representing a positive form of engagement.…”

Section: Data Monitoring and Analysismentioning

confidence: 99%

A Problem-Based Introduction to Technical, Social, and Systemic Thinking in Engineering Courses

Vasconcelos

Souza

2022

IEEE Access

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Good systems thinking skills are beneficial to engineering projects since, besides being multidisciplinary, they address the needs of large human populations. Therefore, it is paramount that engineers should not only excel in the technical parts but also be good system thinkers and aware of the potential impacts of their activity. In this sense, this paper describes how to implement a project assignment in a system dynamics course for electrical engineering students to teach systemic thinking skills and connect the technical content, industry, and social responsibility. The effects on student performance and retention, and an evaluation of their perceptions of learning gains, are presented. Five weeks are dedicated to the implementation of a project-based project assignment. A formative assessment provides students developmental feedback based on the competencies shown during the creative process. It is complemented by a summative assessment module, which evaluates the adequacy of the finished content, which is developed as an online portfolio. Results indicate that the concepts of systemic thinking and the holistic view of engineering projects were successfully implemented through project assignments. Moreover, students' perceptions of their knowledge gains and comparisons of their performance and retention before and after the intervention indicate a positive influence on the learning process.INDEX TERMS Competence-based assessment, developmental feedback, engineering education, problem-based learning, student engagement, system dynamics.

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Section: Data Monitoring and Analysismentioning

confidence: 99%

A Problem-Based Introduction to Technical, Social, and Systemic Thinking in Engineering Courses

Vasconcelos

Souza

2022

IEEE Access

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“…These inputs included lecture attendance, number of submissions, number of clicks, number of visits, number of lecture/assessment tasks downloads, number of posts in discussion forums and more. Grey et al conducted a study on measuring lab attendance and student engagement in computer science and reported that attendance has no significant impact on student engagement (Grey & Gordon, 2018). Hussain et al developed a predictive model using various machine learning algorithms with student log data, the highest education level attained, final results, and assessment scores, as inputs to predict low-engagement students, and the relationship between student engagement and course assessment scores.…”

Section: Indicators Of Student Engagementmentioning

confidence: 99%

Formative assessment tasks as indicators of student engagement for predicting at-risk students in programming courses

Veerasamy¹,

Laakso²,

D'Souza³

2021

Informatics in Education

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Previous studies have proposed many indicators to assess the effect of student engagement in learning and academic achievement but have not yet been clearly articulated. In addition, while student engagement tracking systems have been designed, they rely on the log data but not on performance data. This paper presents results of a non-machine learning model developed using ongoing formative assessment scores as indicators of student engagement. Visualisation of the classification tree results is employed as student engagement indicators for instructors to observe and intervene with students. The results of this study showed that ongoing assessment is related to student engagement and subsequent final programming exam performance and possible to identify students at-risk of failing the final exam. Finally, our study identified students impacted by the Covid-19 pandemic. These were students who attended the final programming exam in the semester 2019-2020 and who scored well in formative assessments. Based on these results we present a simple student engagement indicator and its potential application as a student progress monitor for early identification of students at risk.

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“…One significant challenge of engagement is in identifying activities and evidence by which it can be measured, but which do not have undesired effects themselves An example of an undesired effect is where students respond to measures such as attendance monitoring or monitoring of opening a resource, when the students know they are being observed and may behave in an affected manner e.g. to simply register then leave an event, or to open then immediately close a resource [5].…”

Section: Engagementmentioning

confidence: 99%

The Role of Gamification in Software Development Lifecycle

Kalloniatis¹

2021

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Teaching Software Engineering students raises a number of challenges; in particular that student developers typically demonstrate behaviours that run counter to good software development. These include failing to plan properly, failing to develop their software in a structured manner, and failing to meet specified deadlines (so called "student syndrome"). Consequentially, students exhibiting these behaviours are more likely to disengage from their studies. Even where submissions are made, they tend to be lower in quality, and may not demonstrate the true capabilities of the individual. Such alienation and disengagement is amplified by the current context of learning in a pandemic, with a wall of digital communication technology coming between teachers and learners.In this paper, the authors will identify how gamification approaches can be applied to software development education, and how they can help to better motivate and educate future software developers through computer managed delivery and assessment. As motivation is a key factor, motivational properties known in computer gaming are applied within the new context of a software engineering lifecycle. The role of intrinsic and extrinsic motivation for developers is considere.The gamified techniques identified are further enhanced with an Agile type approach. This has been particularly critical during 2020/21 where the shift to fully online learning for previously face to face taught students has placed new pressures on students and staff. A feedback-led rapid prototyping style of teaching that allows for adaptive and effective teaching practices is also described. Finally, complimentary case studies on the use of approaches within a university environment are evaluated.

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Approaches to Measuring Attendance and Engagement

Cited by 5 publications

References 5 publications

A Problem-Based Introduction to Technical, Social, and Systemic Thinking in Engineering Courses

A Problem-Based Introduction to Technical, Social, and Systemic Thinking in Engineering Courses

Formative assessment tasks as indicators of student engagement for predicting at-risk students in programming courses

The Role of Gamification in Software Development Lifecycle

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