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Effectiveness of a framed wiki-based learning activity in the context of HCI education


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Effectiveness of a framed wiki-based learning activity in the context of HCI education

  1. 1. Nikolaos Tselios* | Panagiota Altanopoulou* | Christos Katsanos# | Effectiveness of a framed wiki-based learning activity in the context of HCI education PCI 2011 | Kastoria, Greece | 30 Sep -2 Oct 2011 *Educational Science and Early Childhood Education, University of Patras # Internal Assessment and Education Unit, Hellenic Open University
  2. 2. Are the wikis suitable to design learning activities?  Web 2 has brought much greater attention to collaboration on the Web, and this has begun to flow into e-learning  Wikis are open-nature and can provide strong opportunities for collaboration, critical thinking and reflection  Central tenets of sociocultural views of learning, and in particular of project based learning (Duffy & Kirkley, 2004)  Wikis are also easy to learn and usable  Can be used both for distance and blended learning 2 However, without planning, design, and effective facilitation, a wiki is no more than an empty webpage (West & West, 2009)
  3. 3. Research Goal & Questions  Investigate if (and to what extent) a properly designed wiki based activity can enhance the learning process  Research Questions  Does students’ learning performance improve through a properly designed wiki-based activity?  Are such activities more beneficial to students with lower initial performance?  Does the student’s role in the team affect her/his learning performance? 3
  4. 4. Using wikis in education ( West & West, 2009) 4 •Class encyclopedia •Glossary •Electronic book Knowledge construction Critical thought •Case studies •Structured debate •Annotated bibliography Contextual application •Organize design activities •Story creation •Organize real-world activities
  5. 5. Critical factors in the design of wiki-based learning (West & West, 2009) 1) Establish a purpose for the wiki project 2) Define & classify the learning goals 3) Design a rich context & problem that support the achievement of the purpose & goals 4) Prepare students for work in the new environment, 5) Promote a collaborative process through which active, social learning can take place 5
  6. 6. Study Methodology  Participants  36 students  Dept. of Education & Early Childhood Education, Upatras  Compulsory project, Course: “Introduction to Web Science”  Within-subjects, Pretest-Posttest design  Demographic questionnaire (pre-)  5 questions, demographic data (e.g. age, ICT skills, wiki usage)  Knowledge assessment questionnaire (pre- & post-)  35 multiple-choice questions with 4 answer options  Questions on usability evaluation & heuristic evaluation  Students were not informed about the assessment 6
  7. 7. Activity design (1/4)  Framework: West & West (2009)  Goal: Study usability evaluation techniques in general and heuristic evaluation in particular  Learning objectives  Understand impact and importance of usability  Understand usage of wikis (both in general and for education)  Study usability evaluation techniques  Be able to conduct a heuristic evaluation  Be able to form collaboration teams with specific roles assigned  Be able to organize and report the results of such a process  Be able to use a Wiki 7
  8. 8. Activity design (2/4)  Each group had to create a wiki (WikiSpaces service)  Assignment presented to the students through a wiki initiated by the researchers (  The wiki included 3 parts (Usability Evaluation, Heuristic Evaluation, Actual Heuristic Evaluation of the Dept. Site)  Concise instructions  Indicative outline  Arguments to be developed  Supporting material (mainly in the form of hyperlinks) 8 Students were encouraged to use additional material & arguments (discrete evaluation criterion)
  9. 9. Activity design (3/4)  Procedure 1. Instruction on the wiki’s basic functionality 2. Presentation of the compulsory project in the form of an already initiated wiki 3. Students worked in freely-formed groups of 4 4. Each team member had a specific role in the group  Collector: obtain appropriate material relevant to the subject  Coordinator: organize collected material, check its consistency, coordinate discussion on website heuristic evaluation  Editor: compose the outline of the topics according to the objectives of the scenario  Verifier: evaluate content completeness, structure and compliance with the objectives of the project. 9
  10. 10. Activity design (4/4)  Evaluation criteria (included in the wiki)  Coherence  Content and text originality  Text clarity, argumentation and reasoning  Compliance to the provided structure & format guidelines  Use of additional material & arguments  Material appropriateness and richness  Degree of collaboration  Appropriate use of references 10
  11. 11. Wiki Screenshots 11
  12. 12. Results (1/3) 12  Does students learning performance improve through a properly designed wiki based activity?  More than half (56%) improved their performance by at least 50%  Highest improvement in score 65.7 (14.3 => 80)  Some (22%) did not improve or even did worse
  13. 13. Results (2/3) 13  Are such activities more beneficial to students with lower initial performance? Correlation r=-0.586, p<0.001
  14. 14. Results (3/3) 14  Does the student’s role in the team affect her/his learning performance? ANOVA: F(3,32)=0.732, p=0.541 Students were benefited regardless of the roles they selected themselves
  15. 15. Summary & Questions  Through a properly-designed wiki-based activity (West & West, 2009)  h  Future work:  Compare learning gain with a control group (traditional teaching)  Design more wiki-based activities in a various educational settings  Investigate learners’ behavioral intention to use wiki technology using technology acceptance models  Investigate to what extent students improve in other non-cognitive aspects (e.g. self-organization, collaboration) 15
  16. 16. Extra Slides 16
  17. 17. What about final scores in the project?  We were interested in investigating the learning gain, not the final outcome  Knowledge Assessment Questionnaire  Learning gain = Posttest_Score – Pretest_Score
  18. 18. References  Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. Computer-Supported Collaborative Learning, 3(2), 105-122.  Duffy, T., & Kirkley, J. (2004). Learner-Centred theory and practice in distance education cases from higher education. Mahwah, N.J.: Lawrence Erlbaum Associates.  Mindel, J., & Verma, S. (2006). Wikis for teaching and leading. Communications of the Association for Information Systems, 18(1), 1-23.  Raman, M., Ryan, T., & Olfman, L. (2005). Designing knowledge management systems for teaching and learning with wild technology. Journal of Information Systems Education, 16(3), 311- 320.  West, J.A. & West, M.L. (2009). Using Wikis for Online Collaboration. San Francisco:Jossey-Bass.