Open classroom: enhancing student achievement on artificial intelligence through an international online competition.
Limitations of formal learning (e.g., one-way communication, rigid methodology, results-oriented approach) can significantly influence the motivation and expectation of students, thus resulting in an academic progress reduction. In order to make learning processes more playful and motivating, this p...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 1; pp. 14 - 32 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103870734&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103870734 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2015 vid: 31 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103870734 100273834 10.1111/jcal.12075 103870734 ppf: 14 ppct: 18 formats: tig: atl: Open classroom: enhancing student achievement on artificial intelligence through an international online competition. aug: au: Carpio Cañada, J. Mateo Sanguino, T.J. Merelo Guervós, J.J. Rivas Santos, V.M. affil: Department of Information Technologies, University of Huelva sug: subj: Artificial Intelligence Education Education, Non-Traditional Evaluation Outcomes of Education World Wide Web Utilization Learning Teaching Methods Evaluation Experiential Learning Evaluation Academic Medical Centers Spain Student Attitudes Academic Performance Evaluation Human Motivation Play and Playthings Utilization Experiential Learning ab: Limitations of formal learning (e.g., one-way communication, rigid methodology, results-oriented approach) can significantly influence the motivation and expectation of students, thus resulting in an academic progress reduction. In order to make learning processes more playful and motivating, this paper presents a new educational experience developed by two groups of Computer Science students at the University of Huelva (Spain). As a result, an authentic real experience was incorporated into the classical teaching of Artificial Intelligence courses where classroom sessions were changed during some days for an international online competition. A comprehensive study considering the competition ranking, the students' opinion and their academic progress was analysed to assess the followed methodology. We found out that the educational experience improved the students' motivation, thereby enhancing their academic performance and personal skills as a result of learning through play. Moreover, additional teaching goals (e.g., learning new programming languages or increasing exam attendance) were obtained because of the positive motivation experienced by the competition. As a conclusion, this paradigm of real-life experience - not otherwise provided by traditional practical lessons - allowed us to ascertain that the process is more important than the outcome, which could be adapted to different teaching scenarios within an institution. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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