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- Reid, Clodagh, et al.
(författare)
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A Novel Mixed Methods Approach to Synthesize EDA Data with Behavioral Data to Gain Educational Insight
- 2020
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Ingår i: Sensors. - : MDPI AG. - 1424-8220. ; 20:23
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Tidskriftsartikel (refereegranskat)abstract
- Whilst investigating student performance in design and arithmetic tasks, as well as during exams, electrodermal activity (EDA)-based sensors have been used in attempts to understand cognitive function and cognitive load. Limitations in the employed approaches include lack of capacity to mark events in the data, and to explain other variables relating to performance outcomes. This paper aims to address these limitations, and to support the utility of wearable EDA sensor technology in educational research settings. These aims are achieved through use of a bespoke time mapping software which identifies key events during task performance and by taking a novel approach to synthesizing EDA data from a qualitative behavioral perspective. A convergent mixed method design is presented whereby the associated implementation follows a two-phase approach. The first phase involves the collection of the required EDA and behavioral data. Phase two outlines a mixed method analysis with two approaches of synthesizing the EDA data with behavioral analyses. There is an optional third phase, which would involve the sequential collection of any additional data to support contextualizing or interpreting the EDA and behavioral data. The inclusion of this phase would turn the method into a complex sequential mixed method design. Through application of the convergent or complex sequential mixed method, valuable insight can be gained into the complexities of individual learning experiences and support clearer inferences being made on the factors relating to performance. These inferences can be used to inform task design and contribute to the improvement of the teaching and learning experience.
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| 2. |
- Reid, Clodagh, et al.
(författare)
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A preliminary model of problem categorisation to explore the cognitive abilities required for problem solving in engineering education
- 2018
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Konferensbidrag (refereegranskat)abstract
- The provision of engineering education as a means of enabling students to develop contemporarytransversal competencies such as problem solving, critical thinking, adaptive reasoning andcommunication, places a responsibility on curriculum designers to reposition these aptitudes within thehierarchy of desired skills. Problem solving is a fundamental attribute of each engineering discipline andplays a pivotal role in the work of an engineer. Problem solving is highlighted as a higher-ordercognitive task that engages actions and thoughts, which prompts this investigation of it through acognitive lens. With consideration of the range of abilities contributing to an individual’s generalcognitive ability, the likely cognitive abilities necessary for successful problem solving are explored andpositioned within the context of engineering education and the broader engineering profession. Theproblems faced by engineers differ through a variety of means. Problems can vary from well- to ill-defined, and through the requirement of reflective or active means to solve them. It is proposed that thecognitive abilities necessary to problem solve vary depending on these factors. A model is presentedwhich aims to support the identification of the cognitive abilities necessary for problem solving inconsideration of the nature of and approach taken to solving a problem. Through consideration of theseelements, the model aims to support engineering education and industrial training programs inaddressing the skills gaps that have emerged through the advancements of technology and society.
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| 3. |
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| 4. |
- Reid, Clodagh, et al.
(författare)
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Using Adaptive Comparative Judgment to Holistically Assess Creativity of Design Solutions : A Comparison of First-Year Students and Educators' Judgments
- 2023
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Ingår i: 2023 ASEE Annual Conference and Exposition. - : American Society for Engineering Education.
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Konferensbidrag (refereegranskat)abstract
- This Complete Research paper investigates the holistic assessment of creativity in design solutions in engineering education. Design is a key element in contemporary engineering education, given the emphasis on its development through the ABET criteria. As such, design projects play a central role in many first-year engineering courses. Creativity is a vital component of design capability which can influence design performance; however, it is difficult to measure through traditional assessment rubrics and holistic assessment approaches may be more suitable to assess creativity of design solutions. One such holistic assessment approach is Adaptive Comparative Judgement (ACJ). In this system, student designs are presented to judges in pairs, and they are asked to select the item of work that they deem to have demonstrated the greatest level of a specific criterion or set of criteria. Each judge is asked to make multiple judgements where the work they are presented with is adaptively paired in order to create a ranked order of all items in the sample. The use of this assessment approach in technology education has demonstrated high levels of reliability among judges (~0.9) irrespective of whether the judges are students or faculty. This research aimed to investigate the use of ACJ to holistically assess the creativity of first-year engineering students design solutions. The research also sought to explore the differences, if any, that would exist between the rank order produced by first-year engineering students and the faculty who regularly teach first-year students. Forty-six first-year engineering students and 23 faculty participated in this research. A separate ACJ session was carried out with each of these groups; however, both groups were asked to assess the same items of work. Participants were instructed to assess the creativity of 101 solutions to a design task, a “Ping Pong problem,” where undergraduate engineering students had been asked to design a ping pong ball launcher to meet specific criteria. In both ACJ sessions each item of work was included in at least 11 pairwise comparisons, with the maximum number of comparisons for a single item being 29 in the faculty ACJ session and 50 in the student ACJ session. The data from the ACJ sessions were analyzed to determine the reliability of using ACJ to assess creativity of design solutions in first-year engineering education, and to explore whether the rankings produced from the first-year engineering students ACJ session differed significantly from those of the faculty. The results indicate a reasonably high level of reliability in both sessions as measured by the Scale Separation Reliability (SSR) coefficient, SSRfaculty = 0.65 ± 0.02, SSRstudents = 0.71 ± 0.02. Further a strong correlation was observed between the ACJ ranks produced by the students and faculty both when considered in terms of the relative differences between items of work, r = .533, p < .001, and their absolute rank position, s = .553, p < .001. These findings indicate that ACJ is a promising tool for holistically assessing design solutions in engineering education. Additionally, given the strong correlation between ranks of students and faculty, ACJ could be used to include students in their own assessment to reduce the faculty grading burden or to develop a shared construct of capability which could increase the alignment of teaching and learning.
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