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dc.contributor.authorO'Dowd, Irene
dc.date.accessioned2022-07-04T09:35:03Z
dc.date.available2022-07-04T09:35:03Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.13012/95
dc.description.abstractThis presentation, delivered at Moodlemoot UK & Ireland 2017, summarises a study of VLE activity data to examine students’ engagement with online quizzes, with a focus on three areas: level of quiz engagement over time, patterns of quiz attempts and re-attempts, and the effect of gender on formative quiz engagement.
dc.language.isoenen_US
dc.subjectquizen_US
dc.subjectMoodleen_US
dc.subjectengagementen_US
dc.subjectlearning analyticsen_US
dc.titleThe quiz conundrum: sustaining student engagement with formative quizzesen_US
dc.typePresentationen_US
html.description.abstractThis presentation, delivered at Moodlemoot UK & Ireland 2017, summarises a study of VLE activity data to examine students’ engagement with online quizzes, with a focus on three areas: level of quiz engagement over time, patterns of quiz attempts and re-attempts, and the effect of gender on formative quiz engagement.en_US


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