Interactive Graphics for Computer Adaptive Testing

Abstract

Interactive graphics are commonly used in games and have been shown to be successful in attracting the general audience. Instead of computer games, animations, cartoons, and videos being used only for entertainment, there is now an interest in using interactive graphics for 'innovative testing'. Rather than traditional pen-and-paper tests, audio, video and graphics are being conceived as alternative means for more effective testing in the future. In this paper, we review some examples of graphics item types for testing. As well, we outline how games can be used to interactively test concepts; discuss designing chemistry item types with interactive 3D graphics; suggest approaches for automatically adjusting difficulty level in interactive graphics based questions; and propose strategies for giving partial marks for incorrect answers. We study how to test different cognitive skills, such as music, using multimedia interfaces; and also evaluate the effectiveness of our model. Methods for estimating difficulty level of a mathematical item type using Item Response Theory (IRT) and a molecule construction item type using Graph Edit Distance are discussed. Evaluation of the graphics item types through extensive testing on some students is described. We also outline the application of using interactive graphics over cell phones. All of the graphics item types used in this paper are developed by members of our research group.

Evaluating children’s websites from an information visualization perspective: findings of a comparative mixed-methods study

“…In the qualitative part of the study, a model, including five components of graphic design, layout design, system support design, interaction design and user interface design, was developed, all of which have been frequently emphasized in the literature concerning the optimal visual design of children’s websites. This review of the literature showed that children’s websites significantly consider all these features, especially graphics and layout design because children are more affected by these characteristics as shown by previous research (Cheng and Basu, 2009; Smiciklas, 2012).…”

“…Mazza (2009) believed that a preference exists to use charts (effective display of information by mixing statistics and design) over texts and using them to maximize the data quality ratios (deleting useless decorations or redundant landscapes), as well as using beautiful images are among the other criteria used for visual displays. As for the beauty of images, the components of visual ratios, such as colour, size, distance and shapes, are quickly perceived by visual ability and even before the complex cognitive process of the human brain (Cheng and Basu, 2009). Further benefits of visualization include supporting the human intellectual attitude through using special visual tools properly, recognizing perceptual aspects, psychological foundations and human perception of the environment and summarizing and categorizing information and patterns (Brigo et al , 2019; Cai and Zhao, 2013).…”

“…Therefore, instead of merely using computer games, animations, cartoons and videos that are just for fun, graphics should also be used for interactive tests (Cheng and Basu, 2009). As some studies have shown (Harding et al , 2009), due to non-compliance with components, such as applicability for the viewers, layout order and visual elements, such as design and in-text links, websites should have an understanding of their audience and increase interaction between users and designers.…”

Effects of Principled Digitalized Interactive Components on Geometry Computer-Based Assessment in High Schoolers With Learning Difficulties in Mathematics: A Preliminary Investigation

“…These findings provide preliminary evidence supporting the potential of these DICs as cognitive accommodations in mathematics CBAs. Despite the rapid growth of research in educational technology (Lindner, 2020), the majority of literature primarily focuses on technology for teaching and instruction, with limited attention given to assessment (Cheng & Basu, 2009). Furthermore, the current testing accommodation literature predominantly revolves around accommodations for traditional PPA, with minimal evaluation or validation of new accommodation approaches made possible in the era of digital technology.…”