Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming |
| |
| Authors: | Joan Manuel Marquès Puig Thanasis Daradoumis Laura Calvet Liñan Marta Arguedas |
| |
| Institution: | 1. Address for correspondence: Thanasis Daradoumis, Department of Computer Science, Multimedia and Telecommunications, Open University of Catalonia, Rambla Poblenou 156, 08018 Barcelona, Spain;2. Department of Cultural Technology and Communication, University of Aegean, University Hill, 81100 Mytilini, Greece. Email: adaradoumis@uoc.edu |
| |
| Abstract: | This work presents an automated assessment tool for online distributed programming, called DSLab. It is a web-based environment that provides a transparent deployment and execution of assignments in remote computers, a transparent initialization and the possibility to add new logs by the students. DSLab has been evaluated in a real distributed learning environment by analysing students' own perceptions on their learning improvement and exploring whether students' interactions with the tool yielded a fruitful learning experience. Current research provides no evidence that the effects of such a tool have been investigated in the field of online distributed programming. Two types of analysis were performed: a quantitative analysis of data coming from students answering a questionnaire and an analysis of the log files of students' interactions with the tool. Our results showed that students perceived substantial learning improvement from the use of the automated assessment tool. Moreover, students produced fruitful interaction with the tool as soon as they achieved high familiarization and constant activity with it, which ultimately helped them improve their academic performance. Finally, the limitations of the current study and directions for future research are presented. |
| |
| Keywords: | Computer-based assessment Computer-based learning Distributed elearning Learner support Programmed learning Quantitative Analysis |
|
|
