Abstract:

The teaching of the heat transfer course has revealed that several students had difficulty applying the theoretical concepts in practical work session and exam situation. With the exception of a few, the students were not very active and waited for the answers to the suggested problems to be unveiled.

The working method of the students on the eve of the examinations only led to the memorization of the knowledge in the short term, which made difficult the continuation of their academic training knowing that this course constitutes a co-requisite to others course. The irregular work of the students did not favour retention.

As an educational activity, the interactive quiz alleviates the previously mentioned gaps. It involves completing assessment methods by measuring the lowest cognitive levels according to Bloom's taxonomy: knowledge, comprehension and application. This approach meets the needs of both the student and the teacher to verify the progress of learning, as well as the achievement, of course, objectives, but also to validate the student's cognitive and methodological achievements by proposing targeted questions.

Quiz questions built around two types of exercises (conceptual questions and problem analysis) cover the 12 chapters of the course. The purpose of the conceptual questions is to verify the acquisition and understanding of knowledge, and the problem analysis is used to validate the methodological aspects of the problem solving in heat transfer.

To further increase the concentration of the student during the quiz, different types of questions are offered: true / false, single and multiple-choice answers. For each item of a question, feedback is provided in the form of written explanations supported by images, a video to watch or hypertext links to access additional resources of the Moodle site, all to allow the student to revise the notions related to the question asked, or even to develop one's knowledge on the subject. With this type of feedback, the interactive quiz is a constructive and informative evaluation.

From a question bank, a different quiz of 5 problems is offered to each student. However, each quiz evaluates the same concepts. The quizzes are conducted online at home over a period of one week to allow the student to become familiar with the concepts introduced in the previous course. To further increase the motivation, the quiz authorizes the right to the error, but applies a decreasing tariff of 0.5 for a second attempt with a penalty of 0.5.

This training and evaluation tool allows students to be more regular in their training and more active during lab sessions. On the other hand, the online quiz offers the teacher the advantage of following the path of the students in achieving the objectives of the course and afterwards to intervene earlier to correct the training. The monitoring service offered by Moodle allows you to know the path taken by a student to answer the questions, to know the time spent to complete the quiz and to know the various documents of Moodle to which the students had access, so much information essential to adopt the proposed training.

Keywords:

Interactive quiz, feedback, Bloom's taxonomy, retention, active participation, motivation.