Comparing Traditional and Innovative Education Approaches in an Introductory Computer Science Course: A Case Study | Chapter 6 | An Overview of Literature, Language and Education Research Vol. 10

Innovative education focuses on developing skills such as creativity and critical thinking while enhancing the student experience. This study compared the effectiveness of a traditional versus an innovative teaching approach in an introductory computer science course. The innovative approach incorporated generative AI activities, where students had to use AI in order to build a specific report, practical elements, where pupils had to carry out individual coding projects, and team-based projects, where learners had to solve a collection of problems, alongside a traditional final exam. Hence, the research question was whether the use of an innovative learning paradigm would make a difference with respect to a traditional learning one. Results showed statistically significant improvements in both average grades (13.8%) and success rates (12%) using the innovative approach. Additionally, T-test results showed a statistically significant difference between the distribution of grades obtained with both approaches, thus meaning that the findings obtained are reliable and not due to change. Specifically, the outcome of a two-sided T-test led to a p-value of 0.013, which is lower than the significance value considered, namely 0.05. However, further research is needed to investigate the generalizability of these findings to diverse student populations and other computing courses.

 

Author (s) Details

 

Pedro J. Roig
Miguel Hernández University, Elche, Spain and University of the Balearic Islands, Spain.

 

Salvador Alcaraz
Miguel Hernández University, Elche, Spain.

 

Katja Gilly
Miguel Hernández University, Elche, Spain.

 

Cristina Bernad
Miguel Hernández University, Elche, Spain.

 

Carlos Juiz
University of the Balearic Islands, Spain.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v10/4312

Escape Room and Its Impact as an Educational Evaluation Tool | Chapter 6 | Progress in Language, Literature and Education Research Vol. 4

The change from a traditional learning paradigm towards an active learning one requires not only the deployment of a new way of facing theory and practice sessions from both teachers and students, but also an alternative manner to evaluate learners. In this paper, a model of escape room has been designed as a variation of the sequential path one, as the path is divided into a series of levels which must be traversed in a sequential order, such that one level must not be started until the previous one has already been cleared. We implemented this activity as an evaluation tool for a subject related to network fundamentals and the three goals we proposed beforehand were all achieved, such that an increment in the academic performance, a rise in the success rate, and a high level of engagement. Basically, the aim of this study is to check whether those three targets are achieved by introducing escape rooms as an evaluation tool in a course related to network fundamentals with 63 students, taught at a bachelor's degree level. The methodology used in this study was the application of statistical analysis to both the grades obtained by learners in the escape rooms and the answers to the Student Engagement Scale SES-4D related to the engagement they experimented during the escape rooms. The results obtained present an 11% rise in the average academic performance with respect to the average of previous academic years, a 15% increase in the success rate and an overall average of 4.1 in a 5 point likert-type when it comes to students’ engagement. Therefore, the outcome achieved is definitely positive from all three points of view, thus leading us to recommend the use of escape rooms in other courses.

Author(s) Details:

Pedro Juan Roig Roig,
Miguel Hernández University, Elche, Spain and University of the Balearic Islands, Spain.

Salvador Alcaraz,
Miguel Hernández University, Elche, Spain.

Katja Gilly,
Miguel Hernández University, Elche, Spain.

Cristina Bernad,
Miguel Hernández University, Elche, Spain.

Carlos Juiz,
University of the Balearic Islands, Spain.

Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13148

Study on Gamification of the Subjects on Statistics: An Approach towards Designing an Escape Room | Chapter 1 | Modern Perspectives in Language, Literature and Education Vol. 7

 Education, as a collection of approaches, has suffered from a lack of innovation in recent years. Despite the fact that ICTs were used in many classrooms at all levels of education, something was missing. As a result, gamification emerged as a potential solution to this problem. As a result, the goal of this project is to design an educational Escape Room for use in higher education, as well as to analyse data gathered from an ad hoc questionnaire. After finishing the game, the participants of the pilot experience completed a questionnaire. Furthermore, ICTs are offered as a solution. solution to cope with COVID-19 standards while also lowering installation costs in terms of both money and time The findings demonstrate that there are significant relationships between many aspects of the game, and overall pleasure is high. As a result, despite the time and effort required, installing an educational Escape Room appears to be beneficial to kids.

Author (S) Details

F. Sánchez-Cubo
University of Castilla-La Mancha, Spain.

View Book :- https://stm.bookpi.org/MPLLE-V7/article/view/2866