Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
Measuring student engagement inside the classroom and developing techniques for improving it has been traditionally very challenging for educators. This research paper describes a student engagement evaluation model that combined data from three sources: in- class observations using the Behavioral Engagement Related to Instruction (BERI) protocol, one-to-one student interviews, and anonymous online surveys. We tested this model on a higher-level elective Computer Science class with 134 students, focusing on user experience (UX) design. We used the exact same usability engineering process that students employed in the course to design software products on assessing the course’s effectiveness, with students acting as users and the class being the system under development. We present our exact methodology of data-driven analysis borrowed from UX design, which combines inductive reasoning (similar to narrative analysis or inductive coding) with deductive reasoning (similar to content analysis of qualitative data) used in social science research. Our paper includes a sample of the extracted requirements, similar to software non-functional requirements, which we used to redesign the course for the next semester. The results of this case study showed that the application of this mixed methods type of analysis informed by user-centered design of software systems was effective as a surrogate model of student-centered instructional design. Concluding, we extrapolate the lessons learned from this process and the significant implications we believe our industry-inspired methodology can have for engineering educators, in terms of evaluating student engagement in college classrooms.
Apostolellis, P., & Wang, S. (2020, June), A Student Engagement Evaluation Methodology Inspired from Usability Engineering for Extracting Course Design Requirements Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34056
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