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This study shows that a two-tier instant-feedback assessment model improved student concentration in an introductory computer course. Students also reported positive views on this educational technology approach.

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Area of Science:

  • Educational Technology
  • Computer Science Education

Background:

  • Formative assessment is crucial for student learning in introductory computer courses.
  • Traditional assessment methods may not provide timely feedback for effective learning.
  • Integrating technology can enhance engagement and understanding in computer courses.

Purpose of the Study:

  • To construct and evaluate a two-tier instant-feedback assessment model for an introductory computer course.
  • To investigate the impact of this model on student concentration and course satisfaction.
  • To assess student perceptions of the two-tier instant-feedback assessment strategy.

Main Methods:

  • A one-group pretest-posttest design was used with 52 first-year nursing students.
  • The Zuvio instant-feedback system and oral questions formed the two-tier assessment model.
  • The model was implemented over 6 weeks in a course covering mBlock language and mBot robotics.

Main Results:

  • Student concentration significantly improved after the implementation of the two-tier instant-feedback assessment.
  • The 'competitive selection' subscale showed a significant positive difference.
  • Students expressed positive attitudes towards the integration of this assessment method.

Conclusions:

  • The two-tier instant-feedback assessment model effectively enhances student concentration in computer courses.
  • This approach positively influences student engagement and perception of the learning experience.
  • The study supports the use of technology-enhanced formative assessments in higher education.