Several Web-based on-line judges or on-line programming trainers have been developed in order to allow students to train their programming skills. However, their pedagogical functionalities in the learning of programming have not been clearly defined. EduJudge is a project which aims to integrate the ''UVA On-line Judge'', an existing on-line programming trainer with an important number of problems and users, into an effective educational environment consisting of the e-learning platform Moodle and the competitive learning tool QUESTOURnament. The result is the EduJudge system which allows teachers to apply different pedagogical approaches using a proven e-learning platform, makes problems easy to search through an effective search engine, and provides an automated evaluation of the solutions submitted to these problems. The final objective is to provide new learning strategies to motivate students and present programming as an easy and attractive challenge. EduJudge has been tried and tested in three algorithms and programming courses in three different Engineering degrees. The students' motivation and satisfaction levels were analysed alongside the effects of the EduJudge system on students' academic outcomes. Results indicate that both students and teachers found that among other multiple benefits the EduJudge system facilitates the learning process. Furthermore, the experiment also showed an improvement in students' academic outcomes. It must be noted that the students' level of satisfaction did not depend on their computer skills or their gender.

/pdf/a-distributed-system-for-learning-programming-on-line-o3pxa7nfwv.pdf

A distributed system for learning programming on-line

Gamification is an increasingly common phenomenon in education. It is a technique to facilitate formative assessment and to promote student learning. It has been shown to be more effective than traditional methods. This phenomenological study was conducted to explore the advantages of gamification through the use of the Kahoot! platform for formative assessment in medical education. This study employed a phenomenological design. Five focus groups were conducted with medical students who had participated in several Kahoot! sessions. Thirty-six categories and nine sub-themes emerged from the focus group discussions. They were grouped into three themes: attractive learning tool, learning guidance and source of motivation. The results suggest that Kahoot! sessions motivate students to study, to determine the subject matter that needs to be studied and to be aware of what they have learned. Thus, the platform is a promising tool for formative assessment in medical education.

/pdf/using-kahoot-as-a-formative-assessment-tool-in-medical-5gs2vfsnl3.pdf

Using Kahoot! as a formative assessment tool in medical education: a phenomenological study

Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students

Automated assessment systems can be useful for both students and instructors. Ranking and immediate feedback can have a strongly positive effect on student learning. This paper presents an experience using automatic assessment in a programming tools course. The proposal aims at extending the traditional use of an online judging system with a series of assignments related to programming tools. Some empirical results on how students use an automated assessment system in a CS2 course are presented. Research suggested that automated assessment systems promoted the students' interest and produced statistically significant differences in the scores between experimental and control groups.

Automated Assessment in a Programming Tools Course

In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills.,The method implemented follows the principles of action research.,The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades.,This paper presents an innovation proposal that aims to observe how students acquire more competences.

Innovation in the teaching-learning process: the case of Kahoot!

Over the last few years, most of the attempts to introduce active learning methodologies in the classroom have made use of Information and Communication Technology (ICT). Many of these efforts have been directed to collaborative scenarios used in remote, blended or face-to-face experiences, in order to take advantage of the flexibility provided by ICT. However competitive learning could also have some positive effects on the success of the learning process, to be added to those of collaborative virtual environments. This paper explores the effects of competitive learning on the satisfaction and the academic achievement of telecommunications students. A tool for active and competitive learning (called QUEST) has been used in the ldquoCommunications Networksrdquo undergraduate course. Significant results on the use of competitive e-learning tools in university students' outcomes and satisfaction are presented.

Effects of Competitive E-Learning Tools on Higher Education Students: A Case Study

ObjectiveCOVID-19 Living OVerview of Evidence (COVID-19 L{middle dot}OVE) is a public repository and classification platform for COVID-19 articles. The repository contains over 430,000 articles as of 20 September 2021 and intends to provide a one-stop shop for COVID-19 evidence. Considering that systematic reviews conduct high-quality searches, this study assesses the comprehensiveness and currency of the repository against the total number of studies in a representative sample of COVID-19 systematic reviews. MethodsOur sample was generated from all the studies included in the systematic reviews of COVID-19 published during April 2021. We estimated the comprehensiveness of COVID-19 L{middle dot}OVE repository by determining how many of the individual studies in the sample were included in the COVID-19 L{middle dot}OVE repository. We estimated the currency as the percentage of studies that were available in the COVID-19 L{middle dot}OVE repository at the time the systematic reviews conducted their own search. ResultsWe identified 83 eligible systematic reviews that included 2132 studies. COVID-19 L{middle dot}OVE had an overall comprehensiveness of 99.67% (2125/2132). The overall currency of the repository, that is, the proportion of articles that would have been obtained if the search of the reviews was conducted in COVID-19 L{middle dot}OVE instead of searching the original sources, was 96.48% (2057/2132). Both the comprehensiveness and the currency were 100% for randomised trials (82/82). ConclusionThe COVID-19 L{middle dot}OVE repository is highly comprehensive and current. Using this repository instead of traditional manual searches in multiple databases can save a great amount of work to people conducting systematic reviews and would improve the comprehensiveness and timeliness of evidence syntheses. This tool is particularly important for supporting living evidence synthesis processes

https://medrxiv.org/content/10.1101/2021.09.21.21263849v1.full.pdf

M.F. Munoz

Papers

Effects of Competitive E-Learning Tools on Higher Education Students: A Case Study

COVID-19 L·OVE repository is highly comprehensive and can be used as a single source for COVID-19 studies