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Applying an online game-based formative assessment in a flowchart-based intelligent tutoring system for improving problem-solving skills

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dc.citedby87
dc.contributor.authorHooshyar D.en_US
dc.contributor.authorAhmad R.B.en_US
dc.contributor.authorYousefi M.en_US
dc.contributor.authorFathi M.en_US
dc.contributor.authorHorng S.-J.en_US
dc.contributor.authorLim H.en_US
dc.contributor.authorid56572940600en_US
dc.contributor.authorid24829264100en_US
dc.contributor.authorid53985756300en_US
dc.contributor.authorid56976006900en_US
dc.contributor.authorid35585485600en_US
dc.contributor.authorid36028297500en_US
dc.date.accessioned2023-05-29T06:12:34Z
dc.date.available2023-05-29T06:12:34Z
dc.date.issued2016
dc.descriptionBayesian networks; Computer aided instruction; Computer games; Computer programming; Computer systems programming; Decision making; Education computing; Flowcharting; Internet; Students; Empirical investigation; Formative assessment; Game-based Learning; Intelligent tutoring system; Intelligent tutoring system (ITSs); Problem solving skills; Programming knowledge; Technology acceptance; Problem solvingen_US
dc.description.abstractIntelligent Tutoring Systems (ITSs) have been producing consistent learning gains for decades. However, a common problem with these systems is maintaining student engagement without reducing the learning benefits. In order to balance the learning benefits of ITSs with the motivational benefits of games, an online formative assessment game called tic-tac-toe quiz for single-player (TRIS-Q-SP) is incorporated in a Flowchart-based Intelligent Tutoring System (FITS), benefiting from Bayesian networks for the process of decision making, for learning computer programming. This assessment game combines tic-tac-toe with online assessment, and revises the rule of tic-tac-toe for stimulating students to use online formative assessment actively. Finally, an empirical investigation carried out to evaluate the performance of FITS indicating that considerable gains for the experimental group over the control group. The proposed system extensively enhanced students' learning interest, attitude and degree of technology acceptance, as well as improved their achievements in problem solving activities. Additionally, the findings also reveal that providing Immediate Elaborated Feedback (IEF) for each answered question in TRIS-Q-SP is the optimal design, as it facilitated the enhancement of programming knowledge acquisition when comparing it with the No Immediate Elaborated Feedback (NIEF) condition. � 2015 Elsevier Ltd. All rights reserved.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.1016/j.compedu.2015.10.013
dc.identifier.epage36
dc.identifier.scopus2-s2.0-84948151876
dc.identifier.spage18
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84948151876&doi=10.1016%2fj.compedu.2015.10.013&partnerID=40&md5=977c4397f44bcb7ae5cae398f5e5ff31
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/22835
dc.identifier.volume94
dc.publisherElsevier Ltden_US
dc.sourceScopus
dc.sourcetitleComputers and Education
dc.titleApplying an online game-based formative assessment in a flowchart-based intelligent tutoring system for improving problem-solving skillsen_US
dc.typeArticleen_US
dspace.entity.typePublication
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