Formative E-Assessment and Behavioral Commitment of Students: Case of the Faculty of Science Ben M’sik

Self Cite

This article explores the self-determined motivation of a first-year students' group in the Ben M'sik Faculty of Science as part of formative assessment in the form of quizzes using the Moodle platform. This evaluation deals particularly with the case of the "Language and Terminology" course. We used Deci and Ryan's (1985, 1991, 2000) [1, 2, 3] Self-Determination Theory (SDT) to better assess motivation in our target audience in this ICT-based learning environment. The choice of a quantitative research methodology resulted in the administration of a questionnaire at the end of Semester 1 and 2, the latter is based on the motivation scale in education [4, 5]. The results show that the use of ICT-based formative assessment in university pedagogy appears to energize the self-determined motivation among learners.

Section: Discussionmentioning

confidence: 99%

Study of the Self-Determined Motivation among Students in the Context of Online Pedagogical Activities

Chemsi

Sadiq

Radid

et al. 2020

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“…Moreover, the implementation of online learning activities generates a large number of traces that allow us to analyze what learners do in real-time about what was expected [51], [52]. In our study, these indices allow us to analyze the behavioral engagement of students in their learning process.…”

Section: Serious Game and Behavioral Engagementmentioning

confidence: 99%

The Impact of Serious Game on the Nursing Students' Learning, Behavioral Engagement, and Motivation

Idrissi

Chemsi

Kababi³

et al. 2022

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Digital game-based learning is a ludic approach that has evolved through the development of information and communication technologies (ICT), making the learner an active participant in the virtual learning environment instead of a mere observer. It is an electronic simulation tool suitable for improving learning efficiency as well as learner engagement and motivation. The integration of this educational technology in the teaching and learning process can contribute to the construction of knowledge, the development of new skills and attitudes among students. The purpose of this study is to investigate the impact of serious game on the learning, behavioral engagement, and motivation of nursing students. To do this, we first conducted a study with a sample of 58 polyvalent nursing students divided into two groups; one experimental and the other as a control. Both groups benefited from the same content taught at a distance, however, the experimental group benefited from an online serious game after the course. By comparing the summative scores of the two groups using the Student's t-test, the results show that the serious game improved the students' clinical knowledge of pediatric nursing (t= -2.706,p=0.009). However, it did not have an effect on clinical skills (t= -0.373, p=0.711). As a second step, we have studied the impact of the game on the learners' behavioral engagement based on the analysis of the digital traces of the students' work. Meanwhile, the motivation is analyzed using a questionnaire developed from the ARCS scale of Killer (2010), which is distributed to the experimental group. By comparing the means and deviation standards, the results show that the students give the satisfaction factor the highest score (4.71±0.34) followed by the relevance, attention, and confidence factors. To obtain reliable results, however, it is necessary to repeat the serious game experience in several nursing modules. In addition, the impact of combining serious game with simulation on the learning of nursing students should be studied.

“…It provides useful feedback to both learner and teacher on a given topic or concept. This feedback makes it possible to detect the strong and weak points of each student, allowing the teacher to intervene effectively to remedy any anomaly during the learning phase [11]. • Summative Assessment: Takes place at the end of a learning program, the main objective of which is to judge the candidate's success or failure in relation to the initial objectives of the learning curriculum [12].…”

Section: The Importance and Varieties Of E-assessmentmentioning

confidence: 99%

Designing and Developing e-Assessment Delivery System Under IMS QTI ver.2.2 Specification

Boussakuk

Bouchboua

Ghazi

et al. 2021

Using technology to create online examination is important, more than that, exploring the recent research in the area of standardization of the learning and the assessment content is of paramount. However, there is still a lack of reusable, interoperable and exchangeable learning resources that afford much motivation to instructors. Assessing acquired knowledge is the primary task of any Learning Management Systems (LMS). Consequent-ly, sharing evaluation contents is a major challenge for software engineering. In this paper, we present the “CleverTesting” assessment authoring tool, focusing on its architecture and its conformance to the Question and Test Interoperability (QTI) specification proposed by IMS Global Learning Consortium. We adopt the QTI specification to create reusable, interoperable and sharable assessment content. Our system has three important components: The first component is “CleverTesting” a quiz authoring tool that allows building sharable question items. The second represents a question bank. The latest component is a player for interpreting and parsing QTI XML documents.