This paper attempts to bring out facts related to notions around competitive examinations in India using an e-assessment platform. Study is based on data collected from tcyonline.com which is an online platform for learning & assessment. Databank consists of test attempts by students preparing for various competitive examinations. These attempts have been segregated to fall into one or more of 14 categories of thinking skills such as Analytical, Logical, English Vocabulary etc. Based on these skills, study has been carried out to find out if there is a significant difference in the performance of students based on their educational background, demo-graph & gender. Study reveals certain facts based on performance of students in e-assessment.
{"title":"Competitive Examinations in India: e-Assessment Based Case Study","authors":"Parneet Kaur, H. Kumar, S. Kaushal","doi":"10.1109/T4E.2019.00-30","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-30","url":null,"abstract":"This paper attempts to bring out facts related to notions around competitive examinations in India using an e-assessment platform. Study is based on data collected from tcyonline.com which is an online platform for learning & assessment. Databank consists of test attempts by students preparing for various competitive examinations. These attempts have been segregated to fall into one or more of 14 categories of thinking skills such as Analytical, Logical, English Vocabulary etc. Based on these skills, study has been carried out to find out if there is a significant difference in the performance of students based on their educational background, demo-graph & gender. Study reveals certain facts based on performance of students in e-assessment.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130605343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
India graduates 1.5 million engineering students every year, majority of them from its Tier 2 and Tier 3 colleges where there is severe shortage of qualified faculty and lab infrastructure, and where English is second or third language for most students. To provide affordable virtual laboratories to these engineering colleges, Government of India runs the Virtual Labs project with a select set of participating institutions to create virtual labs required for entire engineering student population of India. The program suffers from two problems: 1) lack of focus on pedagogy and learnability of labs being created, and 2) little ability to scale to more teachers and subject matter experts to produce labs aligned to local contexts. This paper presents a model (LEAD model) for the design of virtual labs for a data structures and algorithms course in computer science and is intended to address the problems stated above. The model encodes the principles of learning in the design and structure of an experiment so that labs can be learnable by design. The model is based on constructivist theory of learning. It uses Bloom's Taxonomy for defining learning objectives and applies Merrill's first principles and Gagne's 9 events of instruction as instructional design methodologies. To ensure tasks in an experiment indeed aid learning, the model requires a mapping between tasks and learning principles to be created and published along with the experiment. The model uses a pedagogy that lays strong emphasis on conceptual understanding without the use of code or program. To demonstrate the efficacy of this model, we present the data analysis of the feedback from early users of one the experiments. Even though limited in scope, data shows that experiments built using LEAD model can aid understanding for the students.
{"title":"A Learnable-by-Design (LEAD) Model for Designing Experiments for Computer Science Labs","authors":"Mrityunjay Kumar, Venkatesh Choppella, Sanjana Sunil, Sumaid Syed","doi":"10.1109/T4E.2019.00050","DOIUrl":"https://doi.org/10.1109/T4E.2019.00050","url":null,"abstract":"India graduates 1.5 million engineering students every year, majority of them from its Tier 2 and Tier 3 colleges where there is severe shortage of qualified faculty and lab infrastructure, and where English is second or third language for most students. To provide affordable virtual laboratories to these engineering colleges, Government of India runs the Virtual Labs project with a select set of participating institutions to create virtual labs required for entire engineering student population of India. The program suffers from two problems: 1) lack of focus on pedagogy and learnability of labs being created, and 2) little ability to scale to more teachers and subject matter experts to produce labs aligned to local contexts. This paper presents a model (LEAD model) for the design of virtual labs for a data structures and algorithms course in computer science and is intended to address the problems stated above. The model encodes the principles of learning in the design and structure of an experiment so that labs can be learnable by design. The model is based on constructivist theory of learning. It uses Bloom's Taxonomy for defining learning objectives and applies Merrill's first principles and Gagne's 9 events of instruction as instructional design methodologies. To ensure tasks in an experiment indeed aid learning, the model requires a mapping between tasks and learning principles to be created and published along with the experiment. The model uses a pedagogy that lays strong emphasis on conceptual understanding without the use of code or program. To demonstrate the efficacy of this model, we present the data analysis of the feedback from early users of one the experiments. Even though limited in scope, data shows that experiments built using LEAD model can aid understanding for the students.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115741079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With many schools exploring the transition to a digital curriculum for enhanced learning and evaluation procedures, the need for freely available, customizable tools to address these concerns has increased. More students will be able to reap the benefits of such resources if implementations are available in regional languages which are a medium of education in any schools. Comprehension of a passage of text can assessed by the reading of the given text. The generation and playing of the crossword in a recognized Indian Language could enhance learning experience of students studying in vernacular medium.
{"title":"Automatic Keyword Extraction and Crossword Generation Tool for Indian Languages: SEEKH","authors":"B. Arora, N. S. Kumar","doi":"10.1109/T4E.2019.00070","DOIUrl":"https://doi.org/10.1109/T4E.2019.00070","url":null,"abstract":"With many schools exploring the transition to a digital curriculum for enhanced learning and evaluation procedures, the need for freely available, customizable tools to address these concerns has increased. More students will be able to reap the benefits of such resources if implementations are available in regional languages which are a medium of education in any schools. Comprehension of a passage of text can assessed by the reading of the given text. The generation and playing of the crossword in a recognized Indian Language could enhance learning experience of students studying in vernacular medium.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"477 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127051893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rapidly growing Information and Communication Technologies (ICT) have increased the availability of multimedia learning objects (LO) in the e-learning system. However, the problem is that the system is unable to allocate appropriate learning objects to the learners. Personalized learning environments make the system more adapt to the learner profile, thus improve their performance and quality of learning. The learning style (LS) of a learner is a prominent metric to understand the learner profile. This paper discusses an approach to personalize the content recommendation based on the learning style of the learner. A rule-based expert system is implemented to recommend the content to the learner, where the learner is modeled using a probabilistic learning style model, and the teaching aspects of learning objects are modeled using specific fields of IEEE Learning Object Metadata Standard. The rule-set defined in this paper is used to recommend the most relevant learning objects to the learners. Finally, the recommendations are cross-validated with the LO ranking from a set of 48 participants and found that 75% of recommendations are compatible with the learner choice.
{"title":"A Rule-Based Approach for Adaptive Content Recommendation in a Personalized Learning Environment: An Experimental Analysis","authors":"Nisha S. Raj, G. RenumolV.","doi":"10.1109/T4E.2019.00033","DOIUrl":"https://doi.org/10.1109/T4E.2019.00033","url":null,"abstract":"Rapidly growing Information and Communication Technologies (ICT) have increased the availability of multimedia learning objects (LO) in the e-learning system. However, the problem is that the system is unable to allocate appropriate learning objects to the learners. Personalized learning environments make the system more adapt to the learner profile, thus improve their performance and quality of learning. The learning style (LS) of a learner is a prominent metric to understand the learner profile. This paper discusses an approach to personalize the content recommendation based on the learning style of the learner. A rule-based expert system is implemented to recommend the content to the learner, where the learner is modeled using a probabilistic learning style model, and the teaching aspects of learning objects are modeled using specific fields of IEEE Learning Object Metadata Standard. The rule-set defined in this paper is used to recommend the most relevant learning objects to the learners. Finally, the recommendations are cross-validated with the LO ranking from a set of 48 participants and found that 75% of recommendations are compatible with the learner choice.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130525215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to show the importance of rethinking the teaching of mathematics in the current educational system, with the intention of putting on the table the need to expand the types of educational problems and their potential solutions that are usually presented in academic discussions. Particularly, in this work, we focused on the need to model complex problems; we performed the research investigation in a private institution in northeastern Mexico. In a class of Differential Equations for future engineers, we expanded the types of problems that must be presented in class, using effective technology (VENSIM) and a modeling approach.
{"title":"Modeling Complex Problems in the Teaching of Mathematics","authors":"Ruth Rodriguez-Gallegos","doi":"10.1109/T4E.2019.00-38","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-38","url":null,"abstract":"The purpose of this article is to show the importance of rethinking the teaching of mathematics in the current educational system, with the intention of putting on the table the need to expand the types of educational problems and their potential solutions that are usually presented in academic discussions. Particularly, in this work, we focused on the need to model complex problems; we performed the research investigation in a private institution in northeastern Mexico. In a class of Differential Equations for future engineers, we expanded the types of problems that must be presented in class, using effective technology (VENSIM) and a modeling approach.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116098212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Problem-solving ability through critical thinking is an important skill required by an engineering student. Through these skills, students are expected to solve a real-world problem and provide an optimized solution. Working as an individual and as a team member can help a student to achieve this. Small-sized group activities will give opportunities to every student for interactions, reflect upon and reply to the diverse responses from their peers and hence contributing to the individual as well as group learning. One such activity is a Team-Game-Tournament (TGT) which builds a cooperative learning environment to develop a competitive activity that can help students to engage in critical reasoning. The quasi experimentation is done with 23 students of T.Y.B. Tech in wireless communication course by the implementation of TGT activity in the classroom. The class is first divided into heterogeneous (home) teams where students of different ability to learn together (team game) through collaboration, discussion and help each other in learning. New homogenous teams are formed later where students of same ability compete with each other (tournament) by applying the knowledge they have learned through collaboration in home team. Students then return to their home groups and report their earned scores. Feedback survey reveals that 82% of students strongly agree that collaborative activity was engaging and motivating for critical thinking. Semi-structured student's interview reveals that classroom collaboration is superior to web collaboration. Points earned in the game and tournament phase measures the learning of every student. On comparing the median score of each team with the class median score it has been found that four teams have scored more than the median score of class indicating improved learning. There was 30% improvement in a number of students attempting numerical example in unit –II test after TGT activity.
{"title":"Development of Problem Solving Skills Amongst Undergraduate Engineering Students through a Team-Game-Tournament Collaborative Learning Method","authors":"Kartik Patel","doi":"10.1109/T4E.2019.00019","DOIUrl":"https://doi.org/10.1109/T4E.2019.00019","url":null,"abstract":"Problem-solving ability through critical thinking is an important skill required by an engineering student. Through these skills, students are expected to solve a real-world problem and provide an optimized solution. Working as an individual and as a team member can help a student to achieve this. Small-sized group activities will give opportunities to every student for interactions, reflect upon and reply to the diverse responses from their peers and hence contributing to the individual as well as group learning. One such activity is a Team-Game-Tournament (TGT) which builds a cooperative learning environment to develop a competitive activity that can help students to engage in critical reasoning. The quasi experimentation is done with 23 students of T.Y.B. Tech in wireless communication course by the implementation of TGT activity in the classroom. The class is first divided into heterogeneous (home) teams where students of different ability to learn together (team game) through collaboration, discussion and help each other in learning. New homogenous teams are formed later where students of same ability compete with each other (tournament) by applying the knowledge they have learned through collaboration in home team. Students then return to their home groups and report their earned scores. Feedback survey reveals that 82% of students strongly agree that collaborative activity was engaging and motivating for critical thinking. Semi-structured student's interview reveals that classroom collaboration is superior to web collaboration. Points earned in the game and tournament phase measures the learning of every student. On comparing the median score of each team with the class median score it has been found that four teams have scored more than the median score of class indicating improved learning. There was 30% improvement in a number of students attempting numerical example in unit –II test after TGT activity.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124973148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concepts of 2D geometry are often taught in classrooms without the analysis of the learners' understanding and interpretation of the existence of the concepts in natural surroundings. To bring in active participation of the students while they realize the practical application of the taught concepts, we have designed a module on Lines and Angles of an Augmented Reality (AR) intervention named ScholAR. Using ScholAR, the students can interact with an augmented 3D object. They can recall, visualize, identify the type of angle and then mark it by drawing on that 3D object. We performed a comparative study with 21 participants (6 dyads and 9 individuals) of 8th grade. In this paper, we report: 1) the perspectives of the students on their experience of performing the AR learning activities individually and in dyads, 2) the students' approaches while solving the AR learning activities, and 3) their motivation of using ScholAR. We found that 90.4% of the total participants preferred to perform the AR learning activities in collaboration. At α=0.05 (t=2.21, p=0.048), the performance of the dyads was significantly higher after using ScholAR. The usability and motivation level scores, however, were higher for the individuals (70.28; M=4.07) as compared to the dyads (65.23; M=3.94).
{"title":"Collaborative Approaches to Problem-Solving on Lines and Angles Using Augmented Reality","authors":"Pratiti Sarkar, Kapil Kadam, Jayesh S. Pillai","doi":"10.1109/T4E.2019.00-24","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-24","url":null,"abstract":"The concepts of 2D geometry are often taught in classrooms without the analysis of the learners' understanding and interpretation of the existence of the concepts in natural surroundings. To bring in active participation of the students while they realize the practical application of the taught concepts, we have designed a module on Lines and Angles of an Augmented Reality (AR) intervention named ScholAR. Using ScholAR, the students can interact with an augmented 3D object. They can recall, visualize, identify the type of angle and then mark it by drawing on that 3D object. We performed a comparative study with 21 participants (6 dyads and 9 individuals) of 8th grade. In this paper, we report: 1) the perspectives of the students on their experience of performing the AR learning activities individually and in dyads, 2) the students' approaches while solving the AR learning activities, and 3) their motivation of using ScholAR. We found that 90.4% of the total participants preferred to perform the AR learning activities in collaboration. At α=0.05 (t=2.21, p=0.048), the performance of the dyads was significantly higher after using ScholAR. The usability and motivation level scores, however, were higher for the individuals (70.28; M=4.07) as compared to the dyads (65.23; M=3.94).","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121362452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jitendra R. Satam, Pushpendra Rai, Bharati Choudhari, Druman Utekar
Traditional classroom teaching practices often lacks the active engagement of students in the class. Performing experiment in the laboratory is one of the most effective methods for getting deep knowledge in chemistry. But sometimes listening theory lectures and performing related experiments in the laboratory does not helps the students to understand the concepts clearly, as this lacks repeatability and visualization of concepts. Induction of virtual laboratory in combination with theory lectures and physical laboratory could solve this problem. Virtual laboratory have multi-faceted advantages such as repetitive performance, easy to handle simulations and remote triggered experimentations. Such remote triggered laboratories found to enhance students' academic performance as it enables them to perform anytime-anywhere. In this paper, we report our observations regarding the use of virtual laboratory experiments in chemistry subject and their role in enhancing First Year B. Tech. engineering students' performance when induced as a blended classroom. UV-Visible spectrophotometry experiment was performed to verify the usefulness of virtual laboratory from student's knowledge perspective. The effect of a blended learning approach was carefully studied and evaluated in comparison with traditional classroom teaching and virtual laboratory. Our study reveals the enhancement of student's performance in a blended learning environment compared to just physical performance in the laboratory and performing individually with the virtual laboratory.
{"title":"Blended Learning Approach using Virtual Laboratory Applications in Engineering Chemistry","authors":"Jitendra R. Satam, Pushpendra Rai, Bharati Choudhari, Druman Utekar","doi":"10.1109/T4E.2019.00045","DOIUrl":"https://doi.org/10.1109/T4E.2019.00045","url":null,"abstract":"Traditional classroom teaching practices often lacks the active engagement of students in the class. Performing experiment in the laboratory is one of the most effective methods for getting deep knowledge in chemistry. But sometimes listening theory lectures and performing related experiments in the laboratory does not helps the students to understand the concepts clearly, as this lacks repeatability and visualization of concepts. Induction of virtual laboratory in combination with theory lectures and physical laboratory could solve this problem. Virtual laboratory have multi-faceted advantages such as repetitive performance, easy to handle simulations and remote triggered experimentations. Such remote triggered laboratories found to enhance students' academic performance as it enables them to perform anytime-anywhere. In this paper, we report our observations regarding the use of virtual laboratory experiments in chemistry subject and their role in enhancing First Year B. Tech. engineering students' performance when induced as a blended classroom. UV-Visible spectrophotometry experiment was performed to verify the usefulness of virtual laboratory from student's knowledge perspective. The effect of a blended learning approach was carefully studied and evaluated in comparison with traditional classroom teaching and virtual laboratory. Our study reveals the enhancement of student's performance in a blended learning environment compared to just physical performance in the laboratory and performing individually with the virtual laboratory.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124435899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The process of managing uncertainties opens up opportunities for learners to productively engage with the content and disciplinary practices. However, the way learners manage uncertainties might play a role in their process of making intellectual progress. In this paper, we present two cases where groups of students solved an engineering design problem in teams. Using "Productive Disciplinary Engagement" as our analytical lens, we investigated that how does the quality of the disciplinary and collaborative engagements of the teams varied while they managed design uncertainties collaboratively. The results give valuable insights into the nature of the uncertainty management processes of the teams and what support might be required to make the process of uncertainty management productive in collaborative settings.
{"title":"Collaborative and Disciplinary Engagement Levels of the Teams While Managing Engineering Design Uncertainties","authors":"N. Kaur, C. Dasgupta","doi":"10.1109/T4E.2019.00-50","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-50","url":null,"abstract":"The process of managing uncertainties opens up opportunities for learners to productively engage with the content and disciplinary practices. However, the way learners manage uncertainties might play a role in their process of making intellectual progress. In this paper, we present two cases where groups of students solved an engineering design problem in teams. Using \"Productive Disciplinary Engagement\" as our analytical lens, we investigated that how does the quality of the disciplinary and collaborative engagements of the teams varied while they managed design uncertainties collaboratively. The results give valuable insights into the nature of the uncertainty management processes of the teams and what support might be required to make the process of uncertainty management productive in collaborative settings.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125036916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Pillutla, Venkatesh Choppella, Lalit Mohan S, Mrudhvika Dammaraju, P. Raman
Virtual Labs is an MHRD (Ministry of Human Resource Development, India) initiative in which over 1100 virtual experiments are freely available to engineering students across India and the rest of the globe to access and learn. Until the beginning of 2018, the lab usages by students were mostly in the push mode during the workshops. The average usage per workshop was significantly low, at about 8 usages per student. Interventions were proposed in the process to improve the usage by enhancing 'Arousal' and 'Choices' as students' motivation. Qualitative observation of the results shows that students conducted more than the requested 15 experiments, along with the expectation of instant appreciation and recognition. This change in the process to create extrinsic motivation increased the usage per student from 8.62 to 19.7. self-reported motivation levels of students after doing the experiments improved from 5 to 8, 10 being the highest on the scale. There was a reduced variability represented by the coefficient of variation changing from 51.9% to 21.39%.
{"title":"Enhancing Virtual Labs Usage in Colleges","authors":"R. Pillutla, Venkatesh Choppella, Lalit Mohan S, Mrudhvika Dammaraju, P. Raman","doi":"10.1109/T4E.2019.00-31","DOIUrl":"https://doi.org/10.1109/T4E.2019.00-31","url":null,"abstract":"Virtual Labs is an MHRD (Ministry of Human Resource Development, India) initiative in which over 1100 virtual experiments are freely available to engineering students across India and the rest of the globe to access and learn. Until the beginning of 2018, the lab usages by students were mostly in the push mode during the workshops. The average usage per workshop was significantly low, at about 8 usages per student. Interventions were proposed in the process to improve the usage by enhancing 'Arousal' and 'Choices' as students' motivation. Qualitative observation of the results shows that students conducted more than the requested 15 experiments, along with the expectation of instant appreciation and recognition. This change in the process to create extrinsic motivation increased the usage per student from 8.62 to 19.7. self-reported motivation levels of students after doing the experiments improved from 5 to 8, 10 being the highest on the scale. There was a reduced variability represented by the coefficient of variation changing from 51.9% to 21.39%.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"637 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131911151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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