Prof. Stephen Gomez conducted a case study using REVEL, an interactive e-learning tool, in a criminal law module to see if it improved student outcomes. Students who used REVEL performed better on exam questions, had higher marks, and received better overall classifications than students who did not use REVEL. Additionally, students reported in a focus group that REVEL improved their confidence, participation, reading, essay writing skills, and preparation for seminars. The case study suggests that using digital learning tools like REVEL can help raise quality standards by developing teaching and learning excellence.

1. Prof. Stephen Gomez & Pearson
TEF: Raising Quality Standards
Developing teaching and
learning excellence with
digital technologies:
a case study with
REVEL

2. New tools for changing times
Pains, gains and rising expectations…
The new learner ROI:
“When students go to a lecture,
they think, ‘I haven’t got my £40
to £50 of lecture there’, rather
than, ‘Is this interesting?’
UCL student quoted in The Financial Times
2
The lecturer:
“I find that my students become increasingly
reluctant to engage in any academic behaviour
that does not impact directly on their assignment
grade.“
The learner:
“Having to wait for a lecture as well to find out if
you've got anything right, you're constantly
thinking you’ve got it right for like a week, and the
next week they're going “oh no you got it wrong”,
and you don’t remember even doing the
question”.

3. Traditional
lectures
e.g. property
offences
Allocated
reading as
Seminar prep
e.g. textbook
chapter
Seminar
1 Problem Q
1 Essay Q
Exam
Prof Stuart Macdonald, College of Law & Criminology, Swansea
University; cyber-security & counter-terrorism.
Level 5, Criminal Law module
Problem Q –
understand &
apply the law
Time consuming, factual,
mechanical, predictable
student issues
Essay Q – critique/
discussion/
evaluation skills
Case study

4. ‘
4
REVEL
Allocated reading from textbook
Students invited to use REVEL
No REVEL
Seminar
Used REVEL for Problem Q1
Seminar
Problem Q2 in 20min
(cf 40min)
More time on Essay Q
Problem Q1 in 40min
No time on Essay Q
Seminar Preparation

5. 5
Q1 Exam Mark Percentage
REVEL
No REVEL
Q1 exam mark distribution

6. Box plot – Q1 exam
mark distribution
6
REVEL
No REVEL

7. Overall module classification
7
Classification No REVEL % REVEL %
1st 13 19
2.1 45 69
2.2 28 6
3rd 11 0
Fail 3 6

8. REVEL Students’ Focus Group
8
 Improved confidence at tackling Qs
 Motivated participation in seminars
 Encouraged more reading
 Enhanced essay writing skills
(ito structure & balanced arguments)
 Felt prepared for seminars
 Developed transferable skills.

9. 9
Thank You
contact:
richard.stagg@pearson.com