USING TRIVIA TO IMPROVE THE LEARNING PROCESS IN A POST-PRODUCTION SUBJECT
Carlos III University of Madrid (SPAIN)
About this paper:
Appears in: EDULEARN10 Proceedings
Publication year: 2010
Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain
Abstract:The following research aims to determine the influence on learning using an interactive trivia before evaluation. The work was carried out with a total of 177 students enrolled in fourth and fifth degree Digital Post Production courses on Audiovisual Communication Studies and Audiovisual Communication and Journalism Studies, respectively. Preliminary results confirm that the use of interactive trivia has a positive impact on the evaluation results. Also, this type of materials opens the possibility of self-assessment tests that eliminate the multiple-choice final exam for a model of continuous assessment.
The learning material is based on a model of interactive multiple choice trivia developed by TECMERIN Multimedia Laboratory of Carlos III University of Madrid in the project to produce interactive multimedia materials for the Fédération Internationale de Football Association (FIFA) (Armenteros & Curca 2009). In developing the model we have considered the advantages of using computer and hypermedia materials compared with traditional classroom (Lawrence, 1996), the advantages of multiple choice tests (Bridgeman & Lewis, 1994 and Saunders and Walstad, 1998) cited by Kuechler (2003) and the highest degree of satisfaction with computer-generated self-assessment compared with the conventional model (Gayo, 2009) cited in Armenteros, Benítez & Sillero (2009).
The final sample was reduced to 64 students (students with a maximum of four absences) of the 177 students who ever attended school. This group was divided into two groups of 32 students each. Group A received the interactive trivia and group B (control) made the exam without using the interactive trivia.
To control the background knowledge, each student made a pre-test at the beginning of each session with 20 questions. Also, after taking the exam, the group B responded to a questionnaire to determine the influence of other variables (number of times they had played before the test interactive trivia, etc.), and the degree of satisfaction that had produced an interactive trivia in students.
Preliminary results show the existence of a correlation between better grades and students who used the interactive trivia, and a high degree of satisfaction among students when asked about the usefulness of interactive trivia as an educational resource and as a self-assessment system that could replace the multiple-choice test at the end of the evaluation.
Keywords: hypermedia, user experience, trivia, game, auto-evaluation, multiple-choice test.