Integrating IRT analysis into LMS for item pool optimization

Due to the computerization of assessment tests, the use of Item Response Theory (IRT) has become commonplace for educational assessment development, evaluation, and refinement. When used appropriately by a Learning Management System (LMS), IRT can improve the assessment quality, increase the efficiency of the testing process, and provide in-depth descriptions of item and test properties. This paper introduces a methodological and architectural framework which embeds an IRT analysis tool in an LMS so as to extend its functionality with assessment optimization support. By applying a set of validity rules to the statistical indices produced by the IRT analysis, the enhanced LMS is able to detect several defective items from an item pool which are then reported for reviewing of their content. Assessment refinement is achieved by repeatedly employing this process until all flawed items are eliminated

Teaching design from a distance: the deviantArt case of Virtual Design Studio

For over 70 years studio-based learning (SBL) continues to have a powerful influence on the creation of environments for teaching and learning in art and design on an academic level. A similar philosophy is followed by the Virtual Design Studio (VDS), a form ofvirtualworkshop that addresses the needs of online design education. The increasing exploitation of social network platforms (SN) as instruments of learning has also lead to their integration into VDS, due to the fact that these technologies transfer communication, teamwork, social engagement, responsibility, and classroom interaction away from the design tutors to the participants. The present paper discusses a pilot use of thedeviantArtplatform - an open and dynamic online community that promotes artisticexpression,facilitates cross-culturaldialogue,and features work in a variety of disciplines - as a VDS environment. This allowed design work to be posted and commented on a public platform as a means to facilitate peer learning and distance assessment. The conducted study facilitated a distance learning course in Graphic Design of the Hellenic Open University (HOU). At the end of the academicyearan evaluation was carried out in order to assess its validity as a distance teaching method for design and identify its weaknesses, strengths and improvement opportunities

Practice makes perfect – gamification of a competitive learning experience

The ability to provide and implement software solutions is a fundamental component of a computer scientist curriculum. Commonly referred to as the ability to program, this task involves the development of programs to address everyday problems. Over the last decade teaching practices have evolved alongside programming languages to facilitate the learning process. While abstracting the level of understanding has helped students with the fundamentals of software development, issues related to students’ engagement and motivation are still not adequately addressed. With motivation being a vital component of the students’ life cycle and at the basis of their engagement, the concept of software engineering introduced in the class needs to be revised and become more engaging so as to be practised thoroughly by the students. To address these challenges, educators have devised numerous frameworks to allow students to hone their programming skills. The idea of embedding gaming aspects into the learning cycle has led to the development of techniques such as serious games and game-based learning, while more recent techniques have been unified under the term gamification. Several researchers have incorporated the gamification concept into computer science classes in order to improve students’ engagement with the teaching material, with early evaluations confirming the effectiveness of this approach. The present study focuses on the use of a gamification platform to create stimulating content and increase motivation. Students were presented with a new gamification system designed to attract and hold their attention through a number of programming challenges in the form of a contest. The results of the experiment demonstrate the students’ behavioural changes towards a deeper cognitive engagement. The paper then further discusses the challenges that have arisen in this new learning environment, such as demotivation of students with low contest rankings. Teaching how to write good software has been part of an ongoing debate for the last decade. With student motivation being a central component, this paper discusses the use of a gamification environment to engage students with the teaching material and reinforce the concepts of software engineering introduced in class

Game-based learning in schools: trainee teacher perceptions in implementing gamified approaches

Many children play games. Most notably, in the twenty first century, these games are digital in appearance and played across a variety of platforms. Gaming can form an immense part of a child’s identity development as they grow through their childhood and beyond. The digital games they play frequently offer continuous player feedback as well as propose challenge and clear pathways for progress. Additionally, the player learns to fail in order to progress within the game. Games capture fun, mystery, surprise, uncertainty, exploration and abstract risk. They develop resilience, mastery and problem solving capability in something that is voluntarily engaged with by the child. With all these qualities in mind, the synergy between games and learning would perhaps appear convincing. However, is this happening in our schools as a means to contextualise learning in a form that is familiar and engaging to our pupils? Do teachers know what is required to develop game-based pedagogy that has a tangible impact on the engagement, and inevitably the attainment, of their pupils? This paper presents the beginnings of a small scale study that considers twenty one, east London (England) based, computer science pre-service teachers and their perceptions of the knowledge and understanding needed to successfully incorporate game-based learning pedagogy into their practice. The study also deliberates barriers that pre-service teachers may face in trying to implement a game-based learning approach in their classrooms. The findings from this study suggest that trainee teachers are keen to experiment, adopt and develop new game-based pedagogies for learning with their pupils. They are keen to become change agents and support pedagogical shift in their schools but inevitably barriers are met and must be overcome for this to be successful. This research investigation will benefit both pre-service and in-service teachers who are interested in using video games as a means to enhance learning in their classrooms