Does formative e-assessment enhance students' learning engagement? A pilot study in Hong Kong

Does formative e-assessment enhance students' learning engagement? A pilot study in Hong Kong

• Zhan, Ying The Education University of Hong Kong

The International Conference on Learning and Teaching 2020 (ICLT2020) (2020: Hong Kong)

• C 教學心理學
  • CC 學習動機
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

• Hong Kong

• 1997.7 onwards

• 專上教育

Prior studies have highlighted the importance of General Education in reinvigorating higher education. In spite of the significant contribution of General Education, students' engagement in the course is also frequently negative. Formative e-assessment is supposed to enhance undergraduates' learning engagement due to the nature of formative assessment and the relative affordability of technology. A formative e-assessment intervention was included in General Education foundation course tutorials which used Kahoot, Mentimeter and Google+. This study adopted a quasi-experimental design to demonstrate the effectiveness of formative e-assessment intervention on student tutorial engagement in terms of cognition, emotion and behavior. At the end of one-term tutorial, two experimental groups and one control group completed a survey on course engagement and eight students from experimental groups attended two focus group interviews. The findings reveal that in general, formative e-assessment increased students' course engagement but not in a significant way. The significant change in course engagement only exists in students' sense of belonging to their group and their effort in assignments. The participants preferred Kahoot and Mentimeter to Google+ and reported some inhibiting factors in using Google+ including their unfamiliarity with it, examination-oriented learning attitudes, low course learning motivation, and time constraints. Copyright © 2020 International Conference on Learning and Teaching.

Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020), Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/0916656d

2022-01-05