Tuesday Onsite Presentation Session 3

Design, Implementation & Assessment of Innovative Technologies in Education

Session Chair: Siew Tiang Lau

13:40-14:05

67863 | The Promotion of Technology-Based Analytical Problem Solving Skills (aPSS) Based on the Cognitive Apprenticeship Approach and Through Adaptive Tutorial Feedback

Stefan Ferner, University of Hamburg, Germany

Christopher Klupak, University of Hamburg, Germany

Felix Walker, University of Hamburg, Germany

The need to promote the aPSS of trainees in the technical-commercial sector results from various reasons. On the one hand, the digitalisation and automation of industrial production processes has led to increased demands on future maintenance staff. On the other hand, at the end of the dual initial training of electronics technicians for automation technology, there was a discrepancy between the curricular requirements and the actual existing competences. This results in a need for support, which is to be countered in the sub-study of the TechKom research project. The aim of the project is to investigate the influence of adaptive tutorial feedback and cognitive modelling on the development of aPSS. Adaptive-tutorial feedback (ATF) is understood to be information and assistance that adapts to the learning need situationally and provides only what is actually needed. Based on the need for support and the aim of the project, the following hypothesis is investigated: Trainees who only have access to the video for cognitive modelling in the "modelling" phase acquire less aPSS than trainees who receive ATF in the computer simulation while working on problems. To acquire aPSS, an automation system was digitally simulated. The trainees use the simulation of an industrial automation plant to carry out strategyguided troubleshooting. Learning videos (CA approach) and the ATF were implemented within the digital automation system. In the further course, the first results about the influence of the adaptive-tutorial feedback will be presented.

14:05-14:30

67469 | Promoting Student Interaction in Online Educational Environments With Engageli

Carlos Alario-Hoyos, Universidad Carlos III de Madrid, Spain

Carlos Delgado Kloos, Universidad Carlos III de Madrid, Spain

Pedro M. Moreno-Marcos, Universidad Carlos III de Madrid, Spain

Online educational scenarios are characterized by major challenges concerning the promotion of interaction, both between instructors and students and among students themselves. Traditional videoconferencing tools do not favor interaction as they have been designed for a more lecturebased format. Therefore, it is necessary to look for additional technologies that encourage active learning methodologies in online educational scenarios. This article presents a large-scale pilot of using Engageli with more than 5000 students at Universidad Carlos III de Madrid (UC3M) in the 2021/2022 academic year. Engageli is a tool specifically designed to promote interaction in online and hybrid learning environments, starting with the assignment of students to virtual tables since the moment they connect to a live session. Engageli has been used on a large scale at UC3M mainly in two subjects on Digital Literacy and Digital Numeracy. This first pilot year revealed the potential of Engageli to promote interaction in online educational scenarios and showed the opportunities to implement complex collaborative learning situations in online environments. Nevertheless, this first pilot year has also served to identify the importance of carrying out extensive training with instructors on the use of Engageli with a focus on the specific technology, but also on the learning situations that can be implemented to get the most out of the tool.

14:30-14:55

67184 | Grading of Project-based Electronic Courses in Pre-Covid, Covid, Hybrid, and After-Covid Semesters

Samuel Kosolapov, Braude Academic College of Engineering, Israel

Providing consistent and fair grading of the student's work during a semester is never a simple task. Consistent and fair grading becomes even more complicated when the course organization is changed. This contribution explores the practical experience of teaching three electronic courses: "Electronic Instrumentation", "Real-Time Digital Signal Processing" and "Image processing". Before 2020 above courses were provided by using what our days can be called “normal” (pre-COVID) logistics: in-class frontal lectures, laboratories, home works, and hardware-based projects to be presented physically in class. Then, during a number of semesters, different variants of “COVID logistics" were used. Currently “HYBRID” logistics is used (some students still can work from home), whereas the goal is a gradual return to “After-COVID” logistics – which is supposed to be close to the original “normal” logistics with some modifications. Obviously, most changes are in the hardware-based assignments. In order to make grading as consistent and fair as possible, detailed Excel Grading Tables were created for each assignment. Those tables contain numbered lists of requirements including their weights in the grade of this assignment and numbered lists of errors typically made by students. To make grading time-efficient for educators, short numerical codes are used to point to the specific error in the relevant list. This technique makes grading transparent to the students. Additionally, reference to the detailed description of the student's error prevents many baseless student grade appeals. 14:55-15:20

67474 | Mid-Career Switch Nursing Students’ Perceptions and Experiences of Using Immersive Virtual Reality for Clinical Skills Learning: A Mixed Methods Study

Siew Tiang Lau, National University of Singapore, Singapore

Sok Ying Liaw, National University of Singapore, Singapore

Rosalind Siah, National University of Singapore, Singapore

Background: There has been an increase of mid-career adults joining nursing. These adult students possess significant expertise in other areas and may benefit substantially in deliberate practice to acquire skills competency using immersive virtual reality (IVR) for clinical procedures before they practise in actual clinical settings. Objectives: This study aims to (1) examine the impact of IVR clinical procedures on mid-career adult students in knowledge, game perception and user reaction; (2) to explore the mid-career adult students’ perceptions and experiences in using the IVR clinical procedures. Design: A mixed methods feasibility study was used. Setting and participants: This study was conducted at a university in Singapore with 34 first-year mid-career adult students. Methods: This study is a single-group pre-test and post-test experimental study on acquisition of clinical procedures using IVR in the home setting. The study took place from September to November 2021. Focus group discussions were conducted and analysed verbatim using thematic analysis. Results: The students demonstrated significant improvement of knowledge for subcutaneous insulin, but overall the increase in combined scores for both intravenous therapy and subcutaneous insulin were not statistically significant. Three overarching themes included: 1) Learning and practice, 2) Challenges and barriers, and 3) Personal attributes. Most of the participants found the experiences to be engaging, relevant, and satisfying. Some reported experiencing giddiness, headache, and lack of familiarity with technologies. Conclusions: IVR simulation can be used as a supplementary learning tool to improve knowledge of clinical procedures in adult students.