Title:	THE EFFECTIVENESS OF INTERACTIVE SELF-ASSESSMENT IN E-LEARNING SYSTEMS
Author(s):	Chris Evans , Peter Spencer
ISBN:	978-972-8924-58-4
Editors:	Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2008
Edition:	V I, 2
Keywords:	Interactivity, self-assessment, deep-learning, interfaces, human-computer interaction.
Type:	Full Paper
First Page:	435
Last Page:	442
Language:	English
Cover:
Full Contents:	click to dowload
Paper Abstract:	The aim of this study was to determine whether the addition of interactive self-assessment questions to a multimedia elearning system increases learning. A sample of 37 students used a system to learn about the operation of a bicycle pump. The system consisted of a labelled diagram of a pump, followed by an interactive explanation of the twelve stages involved in its operation. The sample was randomly divided into two groups who used either a version with the addition of interactive self-assessment questions (ISAQ) or a version without (nISAQ). The interactive self-assessment questions consisted of multiple-choice questions with constructive feedback for both correct and incorrect answers. Both groups then completed a post-test designed to test their memory (retention) by recalling facts from the lesson, and also their deep learning (transfer) by asking them to solve simple diagnostic problems. Students using the ISAQ system out-performed those using the nISAQ system in transfer but not retention tests. This result is consistent with the interactivity principle which suggests that interactive self-assessment should increase deep learning by actively engaging students in the learning process. This suggests that educational designers who seek to foster deep- rather than merely surface-learning, should incorporate interactive self-assessment questions in all their e-learning systems.
	Go Back