Improving student results in a statics course using a computer-based training and assessment system

Rivera, Luis; Ochoa, Jorge Luis Restrepo; Pérez, Jaime Leonardo Barbosa

doi:10.1109/fie.2013.6685165

Cited by 9 publications

(4 citation statements)

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“…It was found that the scores of online homework assignments and final grade are strongly correlated in any of the groups. This result is in agreement with the existing literature (Varsavsky, 2004;Roth, Ivanchenko, & Record, 2008;Ruokokoski, 2009;Rasila, Majander, & Malinen, 2010;Angus & Watson, 2009;Huisman & Reedijk, 2012;Rivera, Ochoa, & Perez, 2013) and with the students' opinions gathered in survey.…”

Section: Discussion and Future Worksupporting

confidence: 82%

“…With respect to the impact of e-assessments in mathematics the majority of the studies show that e-assessments with formative feedback contribute to student learning and improve student performance on the final course exam (Varsavsky, 2004;Roth, Ivanchenko, & Record, 2008;Ruokokoski, 2009;Rasila, Majander, & Malinen, 2010;Angus & Watson, 2009;Huisman & Reedijk, 2012;Rivera, Ochoa, & Perez, 2013.). However, there are also studies showing that online quizzes do not significantly improve student learning.…”

Section: Introductionmentioning

confidence: 99%

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Interactive and Multimedia Contents Associated with a System for Computer-Aided Assessment

Paiva

Ferreira

Mendes

et al. 2015

Journal of Educational Computing Research

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This paper presents a research study addressing the development, implementation, evaluation and use of Interactive Modules for Online Training (MITO) of mathematics in higher education. This work was carried out in the context of the MITO project, which combined several features of the learning and management system Moodle, the computer-aided assessment for mathematics STACK, the mathematical software GeoGebra, several packages from the type-setting program LaTeX, and tutorial videos.A total of 1962 students participated in this study. Two groups of students taking a Calculus course were selected for a deeper analysis.In regard to usability and functionality, the results indicate that MITO scored well in almost all aspects, which is fundamental for their introduction into formal university courses. The analysis of the data reveals that the use of MITO educational contents by students mainly occurs about one week and a half prior the evaluations. Moreover, there is a strong correlation between the results of online assessments on MITO in a continuous assessment model and the final grade on the course.

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Section: Discussion and Future Worksupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Interactive and Multimedia Contents Associated with a System for Computer-Aided Assessment

Paiva

Ferreira

Mendes

et al. 2015

Journal of Educational Computing Research

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“…A typical Statics course covers both two‐ and three‐dimensional topics, such as vectors, force systems, rigid body equilibrium, moments, and structures. Due to the rigor of the course content, it is common to observe relatively low rates of passing such as 61% [54] and 70% [58], respectively.…”

Section: Introductionmentioning

confidence: 99%

An active learning approach to teach distributed forces using augmented reality with guided inquiry

Giancaspro,

Arboleda,

Kim

et al. 2023

Comp Applic In Engineering

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Mastering the concept of distributed forces is vital for students who are pursuing a major involving engineering mechanics. Misconceptions related to distributed forces that are typically acquired in introductory Physics courses should be corrected to increase student success in subsequent mechanics coursework. The goal of this study was to develop and assess a guided instructional activity using augmented reality (AR) technology to improve undergraduate engineering students' understanding of distributed forces. The AR app was accompanied by a complementary activity to guide and challenge students to model objects as beams with progressively increasing difficulty. The AR tool allowed students to (a) model a tabletop as a beam with multiple distributed forces, (b) visualize the free body diagram, and (c) compute the external support reactions. To assess the effectiveness of the activity, 43 students were allocated to control and treatment groups using an experimental nonequivalent groups preactivity/postactivity test design. Of the 43 students, 35 participated in their respective activity. Students in the control group collaborated on traditional problem‐solving, while those in the treatment group engaged in a guided activity using AR. Students' knowledge of distributed forces was measured using their scores on a 10‐item test instrument. Analysis of covariance was utilized to analyze postactivity test scores by controlling for the preactivity test scores. The treatment group demonstrated a significantly greater improvement in postactivity test scores than that of the control group. The measured effect size was 0.13, indicating that 13% of the total variance in the postactivity test scores can be attributed to the activity. Though the effect size was small, the results suggest that a guided AR activity can be more effective in improving student learning outcomes than traditional problem‐solving.

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“…For mathematics, it was reported recently that the transcription of paperbased mathematics examinations into an electronic format is feasible for a significant proportion of the questions as currently assessed (Sangwin 2016). With respect to the impact of e-assessments in mathematics, the majority of the studies show that e-assessments with formative feedback contribute to student learning and improve student performance on the final course exam (Varsavsky 2004;Roth et al 2008;Ruokokoski 2009;Rasila et al 2010;Angus and Watson 2009;Huisman and Reedijk 2012;Rivera et al 2013;White et al 2014;Pacheco-Venegas et al 2015.). Research confirms the positive effects of the implementation of the PSI pedagogy in mathematics and programming higher education by the use of video clips and e-assessments (Rae and Samuels 2011;Shafie et al 2010;Kularbphettong et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts

Paiva

Ferreira

Frade

2017

Computer Assisted Learning

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The growth of the higher education population and different school paths to access an academic degree has increased the heterogeneity of students inside the classroom. Consequently, the effectiveness of traditional teaching methods has reduced. This paper describes the design, development, implementation and evaluation of a tutoring system (TS) to improve student's engagement in higher mathematics. The TS design was based on the Personalized System of Instruction of the Mastery Learning pedagogical approach and can be implemented in any higher education course with mathematics needs. The TS consists on small self‐paced modularized units of educational contents, including tutorial videos, notes and formative e‐assessment with personalized feedback. The TS ensures that the student is only allowed to proceed to the next unit after he or she achieves the required mastery criterion of the current unit. The TS was implemented in the Quantitative Methods course of an undergraduate degree and received good acceptance from students. It was also recognized that TS contributed to learning and engagement with the discipline. Through an experimental research experience, it has been shown that the imposition of restrictions on the advance to the next level by a mastery criterion leads to a significant improvement in student's engagement and performance.

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Improving student results in a statics course using a computer-based training and assessment system

Cited by 9 publications

References 9 publications

Interactive and Multimedia Contents Associated with a System for Computer-Aided Assessment

Interactive and Multimedia Contents Associated with a System for Computer-Aided Assessment

An active learning approach to teach distributed forces using augmented reality with guided inquiry

Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts

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