Wakefield James, Tyler Jonathan
UTS Business School, University of Technology Sydney, Australia.
Heliyon. 2023 May 2;9(5):e15873. doi: 10.1016/j.heliyon.2023.e15873. eCollection 2023 May.
This paper investigates whether the intensity of participation in large lecture quizzes in a tertiary education context, facilitated and monitored by an online platform, is associated with better examination performance. The platform mirrors lecture slides onto student devices and uses integrated "clicker" style questions within the lecture to quiz students on concepts learned. Using regression, we find that the intensity of quiz participation is positively related to students' performance. Student study perceptions, based on study and career plans, moderate the results. These findings are relevant to educators, especially in a post-COVID-19 learning environment, where the online quiz function could be used to foster participation.
本文研究了在高等教育环境中，由在线平台推动和监控的大型讲座测验的参与强度是否与更好的考试成绩相关。该平台将讲座幻灯片镜像到学生设备上，并在讲座中使用集成的“点击器”式问题来测试学生所学的概念。通过回归分析，我们发现测验参与强度与学生成绩呈正相关。基于学习和职业规划的学生学习认知会调节这一结果。这些发现对教育工作者具有重要意义，尤其是在新冠疫情后的学习环境中，在线测验功能可用于促进学生参与。
