As students' experience with EVS increases across academic years, learning benefits and classroom benefits increase while challenges decrease¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Jonckheere-Terpstra tests revealed a significant ordered trend: learning benefits and classroom benefits increased and challenges decreased as experience with EVS increased. → Marija Cubric 2015

Evidence¶

Marija Cubric 2015¶

Marija Cubric, and Amanda Jefferies. (2015). The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups. Computers & Education. https://doi.org/10.1016/j.compedu.2015.04.004

q2 · i? · associational · r1

Jonckheere-Terpstra test for ordered medians comparing students who used EVS in one versus two consecutive academic years, from the same survey of 590 students.

"The test results revealed a significant trend in the data: as the experience with EVS increased, “learning benefits” increased (J=43917.5, z= 4.09, r=-0.17, p<0.001), “challenges” decreased (J=30583.5, z= -2.97, r=-0.12, p<0.01), and “classroom benefits” increased (J=41043.5, z= 2.57, r=-0.11, p<0.001)."

Discussion¶

Related Claims¶

• EVS use showed no significant difference in student grades on a second-year Engineering mathematics module across two cohorts — related
• Learning benefits and challenges of EVS differ significantly across subject groups, with HHS reporting higher learning benefits and SSAH reporting higher challenges — related
• Students' perceptions of electronic voting systems cluster into four distinct dimensions: learning benefits, student-centered and technology-related challenges, ease of use, and classroom-related benefits — related
• Students who used EVS only for summative assessment reported lower learning benefits and higher challenges than students who used it formatively or in combination — related