Abstract:

A crucial issue in education is to properly define the assessment tools such that the learning process is improved. In this sense, several attempts can be found in the literature. Among them, competition has led to great results in the teaching-learning process. Although its use is somewhat controversial, when competition and cooperation are balanced, the competition encourages students to learn from their fails, share their knowledge to get better results, study in-depth the subject contents and put it in practice to solve the proposed challenge. This hypothesis has been proven with the results of our pilot study with students of the third course of the Degree in Robotics Engineering at the University of Alicante (Spain), within the subject of “Computer Vision”, taken during three academic courses. This hypothesis has been proven with the results of our three-year pilot study with students of the third course of the Degree in Robotics Engineering at the University of Alicante (Spain), within the subject of “Computer Vision”. As learning is the final goal, all the techniques presented in the subject can be used and no limits about the accuracy in the results are established. In this way, the students implement and test several techniques to improve the results. Moreover, the active implementation results in discussions about the suitability of the different techniques for the proposed challenge and the parameter values that improve their performance. As shown in the results, the quality of the proposed solutions presents a proper accuracy and the learning process has been improved as reflected in the students' marks.

Keywords:

Research projects, computer vision, competition.