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7 views

rrl-3

It's not good

Uploaded by

Aisha Lira Magbag
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© © All Rights Reserved
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The effects of digital game-based learning on performance and

motivation for high school students

January 2015

The purpose of this study is to investigate the effects of digital game-based


learning on the performance and motivation of high school students in
computer science education. A simple matching game was designed using
the ARCS Model which is wellknown in instructional design, and can be
implemented to various aspects of game-based learning. The game content
was identified by reviewing the exact course content used at national
schools. An experiment was conducted to examine the students’
achievements through an exam and the learning motivations by The
Motivated Strategies for Learning Questionnaire (MSLQ). One hundred and
fifty two (152) tenth grade students participated in the users study, and were
separated into two groups: one is the experimental group that used game-
based learning, and the other is the control group which used the traditional
face-to-face approach. The quantitative data was collected and the scores in
both learning groups were compared. The results show that students who
studied by a gamebased learning model performed better than those who
studied using traditional teaching sessions. The same users demonstrated
positive attitudes toward the use of educational matching games.

The Impact of Electronic Tests on Students’ Performance Assessment

December 2024

International Education Studies

This study has aimed to measure the effect of electronic tests on the
academic achievements of middle school students in Arabic course. The
sample has been divided into two groups; the experimental group and the
non-experimental group after using the mixed experimental method.
Statistical measurements had been used before, and after, the experiment
for both groups; whereas, study tools were consisted of achievements test
and focus group. The results have assured the existence of statistical
differences between the experimental group and non-experimental group in
the (language classification) category marks. The results have shown no
statistical differences on the audio comprehension, reading comprehension,
writing, handwriting skills, language style, grammatical function and writing
expression categories marks, which give preferences to use the electronic
test rather than the traditional (pen and paper) test. The study has
concluded that teachers must be encouraged to perform continuous
evaluation throughout the academic semester by applying electronic tests.
They must emphasize on the importance of grounding rules and regulations
to apply electronic tests in the educational institutions.

Effects of familiarity with digital assessment in online education

Daniel Domínguez-Figaredo

This study analyses changes in students’ perceptions of online examinations


during the transition from a face-to-face to a fully online assessment system.
We compare data from a survey administered to two samples of students at
a distance learning university at the end of two consecutive academic years
in which a new online examination system was introduced. The survey
focused on students’ experiences and opinions of online examinations and
the digital requirements associated with them. Analyses of variance were
conducted on the data from the two student samples, finding significant
evidence of changes in students’ perceptions as they became more familiar
with online examinations. The results suggest that familiarity with digital
tools positively influences preference for online over face-to-face exams, as
well as positive perceptions of the procedures associated with online exams,
particularly webcam proctoring and the use of a digital interface to answer
exam questions.

Evaluating the Potential Impact of Online Assessment on Students’


Academic Performance

August 2022

Information Technology and People

Purpose With the outbreak of the COVID-19 pandemic, online assessment


has become the dominant mode of examination in higher education
institutions. However, there are contradictory findings on how students
perceive online assessment and its impact on their academic performance.
Thus, the purpose of this study is to evaluate the potential impact of online
assessment on students’ academic performance.
Design/methodology/approach This study proposes a research model based
on the task–technology fit theory and empirically validates the model using a
survey from students in the UK. In addition, the study conducted four
experiments based on paper-based and online assessments and analysed
the data using paired sample t test and structural equation modelling.
Findings The findings show that the use of online assessment has a positive
impact on students’ academic performance. Similarly, the results from the
experiment also indicate that students perform better using online
assessments than paper-based assessments. Practical implications The
findings provide crucial evidence needed to shape policy towards
institutionalising online assessment. In addition, the findings provide
assurance to students, academics, administrators and policymakers that
carefully designed online assessments can improve students’ academic
performance. Moreover, the study also provides important insights for
curriculum redesign towards transitioning to online assessment in higher
education institutions. Originality/value This study advances research by
offering a more nuanced understanding of online assessment on students’
academic performance since the majority of previous studies have offered
contradictory findings. In addition, the study moves beyond existing research
by complementing assessment results with the views of students in
evaluating the impact of online assessment on their academic performance.
Second, the study develops and validates a research model that explains
how the fits between technology and assessment tasks influence students’
academic performance. Lastly, the study provides evidence to support the
wide use of online assessment in higher education.

Literature Review on the Impact of Digital Technology on Learning


and Teaching

There is conclusive evidence that digital equipment, tools and resources can,
where effectively used, raise the speed and depth of learning in science and
mathematics for primary and secondary age learners. There is indicative
evidence that the same can be said for some aspects of literacy, especially
writing and comprehension. Digital technologies appear to be appropriate
means to improve basic literacy and numeracy skills, especially in primary
settings.

The effect sizes are generally similar to other educational interventions that
are effective in raising attainment, though the use of digital learning has
other benefits. Also, the extent of the effect may be dampened by the level
of capability of teachers to use digital learning tools and resources effectively
to achieve learning outcomes. More effective use of digital teaching to raise
attainment includes the ability of teachers to identify how digital tools and
resources can be used to achieve learning outcomes and adapting their
approach, as well as having knowledge and understanding of the technology.
This applies in all schools.
Where learners use digital learning at home as well as school for formal and
non-formal learning activities these have positive effects on their attainment,
because they have extended their learning time. This is particularly
important for secondary age learners.

Effect of Digital-learning on Academic achievement of secondary


school students

April 2019

Sai Ram Pate

Today, in 21 st century the learning method changed from black boards to


digital boards, classroom settings changed from Teacher centred traditional
method to Student centred digital communication method. Role of
computers, mobile devices and social media play a key role in learning. As
the traditional classroom method supposed to have limited way of
communication between Teacher-Student, Digital learning opens the door for
student depending only on limited resources to communicate and learn with
number of resources. Adaptation of basic digital skills and technology help
student learn easy and explore knowledge. Positive perception and
motivation help Student improve academic grades and participation in active
learning. Family support and their role is crucial in this digital learning
method, in-fact their role is a key pillar in balancing Family, Teacher-Student
communication triad. The present study conducted on 102 students from
different Government schools studying 8th, 9th and 10th class, of which 53 are
Female students and 49 are Male students, focuses on the role of Digital
learning in Students’ academic achievement, students’ prior computer skills,
the way Digitalization motivates the student towards learning, perception
towards digital methods and effect of Teacher-Student relationship. The data
were analysed using Statistical Package for Social Science (SPSS) version 20,
a data capturing and analysis software. The study shown there is no
significant difference on academic achievement between male and female
students.

Reference

Chen, C., & Tu, H. (2021). The effect of Digital Game-Based Learning
on learning motivation and performance under social Cognitive
Theory and Entrepreneurial Thinking. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.750711
Alyahya, D., & Almutairi, N. (2019). The impact of electronic tests on
students’ performance assessment. International Education Studies, 12(5),
109. https://doi.org/10.5539/ies.v12n5p109

Domínguez-Figaredo, D., & Gil-Jaurena, I. (2024). Effects of familiarity with


digital assessment in online education. Distance Education, 1–16.
https://doi.org/10.1080/01587919.2024.2372260

Osabutey, E. L., Senyo, P., & Bempong, B. F. (2022). Evaluating the potential
impact of online assessment on students’ academic performance.
Information Technology and People, 37(1), 152–170.
https://doi.org/10.1108/itp-05-2021-0377

Pinto, M., & Leite, C. (2020). Digital technologies in support of students


learning in Higher Education: literature review. Digital Education Review, 37,
343–360. https://doi.org/10.1344/der.2020.37.343-360

Hallinger, P., & Murphy, J. (1985). Assessing the instructional management


behavior of principals. The Elementary School Journal, 86(2), 217–247.
https://doi.org/10.1086/461445

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