The problem of labels in e-assessment of diagrams

In this short paper we explore a problematic aspect of automated assessment of diagrams. Diagrams have partial and sometimes inconsistent semantics. Typically much of the meaning of diagram resides in the labels, however, the choice of labeling is largely unrestricted. This means a correct solution may utilise differing yet semantically equivalent labels to the specimen solution. With human marking this problem can be easily overcome. Unfortunately with e-assessment this is challenging. We empirically explore the scale of the problem of synonyms by analysing 160 student solutions to a UML task. From this we find that cumulative growth of synonyms only shows a limited tendency to reduce at the margin. This finding has significant implications for the ease in which we may develop future e-assessment systems of diagrams, in that the need for better algorithms for assessing label semantic similarity becomes inescapable

Toward the automated assessment of entity-relationship diagrams

The need to interpret imprecise diagrams (those with malformed, missing or extraneous features) occurs in the automated assessment of diagrams. We outline our proposal for an architecture to enable the interpretation of imprecise diagrams. We discuss our preliminary work on an assessment tool, developed within this architecture, for automatically grading answers to a computer architecture examination question. Early indications are that performance is similar to that of human markers. We will be using Entity-Relationship Diagrams (ERDs) as the primary application area for our investigation of automated assessment. This paper will detail our reasons for choosing this area and outline the work ahead

Using patterns in the automatic marking of ER-Diagrams

This paper illustrates how the notion of pattern can be used in the automatic analysis and synthesis of diagrams, applied particularly to the automatic marking of ER-diagrams. The paper describes how diagram patterns fit into a general framework for diagram interpretation and provides examples of how patterns can be exploited in other fields. Diagram patterns are defined and specified within the area of ER-diagrams. The paper also shows how patterns are being exploited in a revision tool for understanding ER-diagrams

Experiments in the automatic marking of ER-Diagrams

In this paper we present an approach to the computer understanding of diagrams and show how it can be successfully applied to the automatic marking (grading) of student attempts at drawing entity-relationship (ER) diagrams. The automatic marker has been incorporated into a revision tool to enable students to practice diagramming and obtain feedback on their attempts

Interactive Multimedia Teaching of Accounting Information System (AIS) Cycles: Student Perceptions and Views.

This paper describes the design and development of a CD ROM intended to assist students' learning by bringing a sense of reality to the concepts studied in relation to Accounting Information Systems cycles. The educational design is underpinned by constructivist theories of learning which espouse the benefits of experiential learning in facilitating effective student learning. Three Australian companies - Warner Bros. Movie World, Golden Circle and Zupps Parts – are featured on the CD ROM to provide virtual 'experiential learning experiences' for students. An extensive evaluation of the CD ROM was conducted, involving both qualitative and quantitative methodologies, to ascertain students' perceived value of the CD ROM in assisting their learning. Results indicate that the CD ROM offered students a real life understanding of applicable concepts and that students were receptive to learning in online environments which are appropriately designed and constructed

Computer‐based interactive tutorial versus traditional lecture for teaching introductory aspects of pain

In the health sciences, a wide range of computer‐based courseware is now available. The aim of the study described in this paper has been to compare the effectiveness of a computer‐based learning (CBL) software package and a traditional lecture (TL) for the delivery, of introductory material on pain. Nineteen undergraduate nursing students were divided into two groups to attend a one‐hour learning session which introduced clinical aspects of pain and which was delivered by either CBL or TL. Students were assessed for prior knowledge by a pre‐session test, and for knowledge gain by an identical post‐session test. In addition, a multiple‐choice question paper was used to examine differences in pain knowledge between the two groups, and a questionnaire was used to examine the students’ views on their experience during the learning session. The results demonstrated that both groups showed significant knowledge gain after their respective learning sessions. No significant differences between the groups in the magnitude of knowledge gain were found for clinical aspects of pain delivered during the learning sessions. The attitude questionnaire revealed that students attending CBL reported similar learning experiences to those attending the lecture

Personalizing the design of computer‐based instruction to enhance learning

This paper reports two studies designed to investigate the effect on learning outcomes of matching individuals’ preferred cognitive styles to computer‐based instructional (CBI) material. Study 1 considered the styles individually as Verbalizer, Imager, Wholist and Analytic. Study 2 considered the bi‐dimensional nature of cognitive styles in order to assess the full ramification of cognitive styles on learning: Analytic/Imager, Analytic/ Verbalizer, Wholist/Imager and the Wholist/Verbalizer. The mix of images and text, the nature of the text material, use of advance organizers and proximity of information to facilitate meaningful connections between various pieces of information were some of the considerations in the design of the CBI material. In a quasi‐experimental format, students’ cognitive styles were analysed by Cognitive Style Analysis (CSA) software. On the basis of the CSA result, the system defaulted students to either matched or mismatched CBI material by alternating between the two formats. The instructional material had a learning and a test phase. Learning outcome was tested on recall, labelling, explanation and problem‐solving tasks. Comparison of the matched and mismatched instruction did not indicate significant difference between the groups, but the consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. The result did indicate a significant difference between the four cognitive styles with the Wholist/Verbalizer group performing better then all other cognitive styles. Analysing the difference between cognitive styles on individual test tasks indicated significant difference on recall, labelling and explanation, suggesting that certain test tasks may suit certain cognitive styles

Automatic assessment of sequence diagrams

In previous work we showed how student-produced entity-relationship diagrams (ERDs) could be automatically marked with good accuracy when compared with human markers. In this paper we report how effective the same techniques are when applied to syntactically similar UML sequence diagrams and discuss some issues that arise which did not occur with ERDs. We have found that, on a corpus of 100 student-drawn sequence diagrams, the automatic marking technique is more reliable that human markers. In addition, an analysis of this corpus revealed significant syntax errors in student-drawn sequence diagrams. We used the information obtained from the analysis to build a tool that not only detects syntax errors but also provides feedback in diagrammatic form. The tool has been extended to incorporate the automatic marker to provide a revision tool for learning how to model with sequence diagrams

Defining Technology for Learning: Cognitive and Physical Tools of Inquiry

This essay explores definitions of technology and educational technology. The authors argue the following points: 1. Educational stakeholders, and the public at large, use the term technology as though it has a universally agreed upon definition. It does not, and how technology is defined matters. 2. For technology in schools to support student learning, it must to be defined in a way that describes technology as a tool for problem-solving. 3. Integration of technology, particularly when paired with teacher-centered practices, has the potential of reinforcing and heightening the negative consequences of a conception of learning that positions students as recipients of knowledge instead constructors of knowledge. Essay concludes with a call for leaders in the field of educational technology to provide guidance by adopting a definition that encapsulates the third point above