How to Learn Having Fun: Drag and Drop Questions for Building Structures

López, Antonio Aznar; García, José Ignacio Hernando; Bernardo, Joaquín Antuña; Herrera, Jesús María Ortiz

doi:10.21125/edulearn.2019.1378

Cited by 2 publications

(2 citation statements)

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“…These questionnaires are prepared to be uploaded to MOODLE, administered and corrected with a high level of automation, following previous developments of professors from the Technical University of Madrid [34]. The questionnaires combine calculated question type, interfaces for drawing graphs of internal forces, and drag and drop type questions [35][36][37][38]. Figure 2 shows an example of the rubric and a question that asks the students to draw the graph of internal forces in a MOODLE questionnaire.…”

Section: Continuous Assessment Proceduresmentioning

confidence: 99%

Undergraduate Student Performance in a Structural Analysis Course: Continuous Assessment before and after the COVID-19 Outbreak

Santos-Berbel

García

Berbel³

2022

Education Sciences

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The COVID-19 pandemic situation in 2020 forced educational institutions worldwide to fully adopt online learning for both teaching and assessment. However, this change may lead to less satisfactory learning outcomes, if the online technologies used have not been adequately applied. This study compares student engagement and performance through online continuous assessment in a one-semester structural analysis course for undergraduate architecture students before and after the pandemic outbreak. Online continuous assessment assignments had already been deployed and validated in the course evaluation system before the outbreak, and they were further leveraged during the online course. These assignments consisted of three weekly Moodle questionnaires throughout each of the fifteen course weeks, which determined the continuous assessment score. More than 200 students participated in each period. The results showed that shifting to online education affected continuous assessment outcomes very little in terms of participation rates and student performance. The possible underlying causes for the slight differences found between the two academic years are also discussed. The results highlight the robustness of the continuous assessment method used and emphasize the importance of having developed and validated online learning procedures to broach learning activities if contingency situations are required.

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Section: Continuous Assessment Proceduresmentioning

confidence: 99%

Undergraduate Student Performance in a Structural Analysis Course: Continuous Assessment before and after the COVID-19 Outbreak

Santos-Berbel

García

Berbel³

2022

Education Sciences

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“…In previous developments of structural analysis courses, and particularly concerning GIFs, automatic self-correction systems have been deployed in Moodle for undergraduate students [24]. Further, drag-and-drop questions have also been implemented in Moodle, which can be seen as a precursor to the development presented in this paper [25].…”

Section: Blended Learningmentioning

confidence: 99%

H5P-Based Matching Game for Training Graphs of Internal Forces in Structural Analysis

De Santos-Berbel,

Hernando García,

Vázquez-Greciano

2024

Education Sciences

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The teaching of structural analysis is essential in the training of undergraduate students who will be qualified in structural calculations. The use of games in learning can motivate students and improve their performances in evaluations. To this end, H5P-based matching games have been adopted in Moodle for a structural analysis course as an optional assignment to train graphs of internal forces (GIFs). Although the students knew that participating in the games would positively impact their grades, they were not informed of the exact number of extra points they would receive based on their performances. The engagement, motivation and performance of the students were analyzed using various statistics. Furthermore, the effectiveness of the game in facilitating knowledge acquisition was evaluated by comparing the students’ performances in the games to their performances in the GIF exercises during face-to-face examinations. The study found that the students who participated in the games exhibited high levels of motivation and engagement. In addition, the results indicate that the participants had a moderately improved understanding of GIFs when taking the course examinations.

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How to Learn Having Fun: Drag and Drop Questions for Building Structures

Cited by 2 publications

References 0 publications

Undergraduate Student Performance in a Structural Analysis Course: Continuous Assessment before and after the COVID-19 Outbreak

Undergraduate Student Performance in a Structural Analysis Course: Continuous Assessment before and after the COVID-19 Outbreak

H5P-Based Matching Game for Training Graphs of Internal Forces in Structural Analysis

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