WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments

Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based...

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Autores principales:	Yancy Vance Paredes, I-Han Hsiao
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	programming learning reviewing behavior educational technology behavioral analytics Information technology T58.5-58.64
Acceso en línea:	https://doaj.org/article/6b5631b36bad4cb7b1d4a93ed62ce1e2
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id	oai:doaj.org-article:6b5631b36bad4cb7b1d4a93ed62ce1e2
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spelling	oai:doaj.org-article:6b5631b36bad4cb7b1d4a93ed62ce1e22021-11-25T17:58:28ZWebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments10.3390/info121104502078-2489https://doaj.org/article/6b5631b36bad4cb7b1d4a93ed62ce1e22021-10-01T00:00:00Zhttps://www.mdpi.com/2078-2489/12/11/450https://doaj.org/toc/2078-2489Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based assessment is still a dominantly preferred evaluation method, particularly in large blended-instruction classes, the sole use of electronic educational systems presents a gap between how students <i>learn</i> the subject from the physical and digital world. This has motivated the design and the development of a new educational technology that facilitates the digitization, grading, and distribution of paper-based assessments to support blended-instruction classes. With the aid of this technology, different learning analytics can be readily captured. A retrospective analysis was conducted to understand the students’ behaviors in an Object-Oriented Programming and Data Structures class from a public university. Their behavioral differences and the associated learning impacts were analyzed by leveraging their digital footprints. Results showed that students made significant efforts in reviewing their examinations. Notably, the high-achieving and the improving students spent more time reviewing their mistakes and started doing so as soon as the assessment became available. Finally, when students were guided in the reviewing process, they were able to identify items where they had misconceptions.Yancy Vance ParedesI-Han HsiaoMDPI AGarticleprogramming learningreviewing behavioreducational technologybehavioral analyticsInformation technologyT58.5-58.64ENInformation, Vol 12, Iss 450, p 450 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	programming learning reviewing behavior educational technology behavioral analytics Information technology T58.5-58.64
spellingShingle	programming learning reviewing behavior educational technology behavioral analytics Information technology T58.5-58.64 Yancy Vance Paredes I-Han Hsiao WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments
description	Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based assessment is still a dominantly preferred evaluation method, particularly in large blended-instruction classes, the sole use of electronic educational systems presents a gap between how students <i>learn</i> the subject from the physical and digital world. This has motivated the design and the development of a new educational technology that facilitates the digitization, grading, and distribution of paper-based assessments to support blended-instruction classes. With the aid of this technology, different learning analytics can be readily captured. A retrospective analysis was conducted to understand the students’ behaviors in an Object-Oriented Programming and Data Structures class from a public university. Their behavioral differences and the associated learning impacts were analyzed by leveraging their digital footprints. Results showed that students made significant efforts in reviewing their examinations. Notably, the high-achieving and the improving students spent more time reviewing their mistakes and started doing so as soon as the assessment became available. Finally, when students were guided in the reviewing process, they were able to identify items where they had misconceptions.
format	article
author	Yancy Vance Paredes I-Han Hsiao
author_facet	Yancy Vance Paredes I-Han Hsiao
author_sort	Yancy Vance Paredes
title	WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments
title_short	WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments
title_full	WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments
title_fullStr	WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments
title_full_unstemmed	WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments
title_sort	webpga: an educational technology that supports learning by reviewing paper-based programming assessments
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/6b5631b36bad4cb7b1d4a93ed62ce1e2
work_keys_str_mv	AT yancyvanceparedes webpgaaneducationaltechnologythatsupportslearningbyreviewingpaperbasedprogrammingassessments AT ihanhsiao webpgaaneducationaltechnologythatsupportslearningbyreviewingpaperbasedprogrammingassessments
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WebPGA: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments

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