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Direct linkBrimzhanova, Saule; Atanov, Sabyrzhan; Moldamurat, Khuralay; Baymuhambetova, Botagoz; Brimzhanova, Karlygash; Seitmetova, Aitkul – Education and Information Technologies, 2022
Computer-based testing of humanities students has some inconveniences and difficulties, where the whole learning process is practically based on communicative methods. In this regard, one needs such a testing system, which would allow one to ask open-ended questions, and students would be able to enter detailed answers. Despite the popularity of…
Descriptors: Computer Assisted Testing, Humanities Instruction, Humanities, Mathematics
Bolat, Yusuf Islam; Tas, Nurullah – Education and Information Technologies, 2023
The purpose of this meta-analysis was to examine the effects of Gamified-Assessment Tools (GAT) used in formal educational settings on student academic achievement. We used PRISMA systematic procedures to screen the articles across Web of Science, ERIC, Scopus, Pubmed, and PsycArticles databases. We identified 23 independent results from 17…
Descriptors: Gamification, Student Evaluation, Academic Achievement, Computer Assisted Testing
Harun Cigdem; Mustafa Ozturk; Yusuf Karabacak; Nuri Atik; Serkan Gürkan; Mevlana Halit Aldemir – Education and Information Technologies, 2024
Effectively engaging learners in an online learning environment is a crucial component of instructional design that contributes to improving performance. Gamification, a contemporary instructional strategy, seeks to integrate game elements such as leaderboards into non-game contexts with the aim of increasing learner engagement and performance.…
Descriptors: Online Courses, Engineering Education, State Universities, Learner Engagement
Thathsarani, Hiruni; Ariyananda, Dinushika Kaushalya; Jayakody, Chalani; Manoharan, Kerthiga; Munasinghe, A. A. S. N.; Rathnayake, Nilmini – Education and Information Technologies, 2023
The implementation of online teaching and assessments was prompted by the current COVID-19 pandemic. Therefore, all universities had to adopt the distance-learning method as the only choice to continue education delivery. This study's main objective is to understand the effectiveness of assessment techniques followed through distance learning in…
Descriptors: Computer Assisted Testing, Distance Education, Academic Achievement, Undergraduate Students
Zhengyuan Liu – Education and Information Technologies, 2024
This study investigates the differential impacts of various online language assessment models--specifically, the Nonlinear Dynamic Individual-Centered Language Assessment (NDICLA), diagnostic assessment, and formative assessment--on the cognitive load and learning outcomes of English as a Foreign Language (EFL) learners within computer-assisted…
Descriptors: Computer Assisted Testing, Student Evaluation, Models, Second Language Learning
Ilgaz, Hale; Afacan Adanir, Gülgün – Education and Information Technologies, 2020
Online learning has grown in popularity, leading to more widespread utilization of online exams. Online exams have started to become a preferred method of assessment in both online and traditional learning environments. They provide various benefits for the learning process and learners when used appropriately within online learning programs. The…
Descriptors: Computer Assisted Testing, Electronic Learning, Academic Achievement, College Students
Upadhyaya, Pallavi; Vrinda – Education and Information Technologies, 2021
There has been increasing interest among researchers to understand the negative effects of technology, in the last two decades. Technostress or stress induced due to technology is extensively reported in the literature, among working professionals. Even though there has been an increased proliferation of digital devices in academia, there is a…
Descriptors: Foreign Countries, Stress Variables, Productivity, College Students
Amasha, Mohamed A.; Abougalala, Rania A.; Reeves, Ahmad J.; Alkhalaf, Salem – Education and Information Technologies, 2018
The main purpose of this study is to investigate the effects of integration of online learning and assessment in synchronization form (OLASF) on students' learning performance. The study seeks to evaluate how the synchronization content with immediate assessment can affect the knowledge performance of the students. An experimental design with…
Descriptors: Online Courses, Computer Assisted Testing, Course Content, Academic Achievement
Petrovic, J.; Pale, P.; Jeren, B. – Education and Information Technologies, 2017
This study aimed to investigate the effects of using online formative assessments on students' learning achievements. Using a quasi-experimental study design with one control group (no formative assessments available), and two experimental groups receiving feedback in available online formative assessments (knowledge of the correct response--KCR,…
Descriptors: Computer Assisted Testing, Formative Evaluation, Feedback (Response), Difficulty Level
