Learning benefits and challenges of EVS differ significantly across subject groups, with HHS reporting higher learning benefits and SSAH reporting higher challenges¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Kruskal-Wallis tests revealed significant differences in learning benefits and challenges across the three subject groups. → 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 · r2

Non-parametric group comparison across three subject groups (HHS, SSAH, ST) using survey data from 590 students. Mann-Whitney follow-up tests with Bonferroni correction confirmed HHS reported higher learning benefits and SSAH reported higher challenges.

"The Kruskal-Wallis test revealed that “learning benefits” and “challenges” (1st and 2nd component in Table 5) were both significantly affected by the subject group (Table 9) where H(2) =29.82, p< 0.001 and H(2)= 24.97, p<0.001 respectively."

Discussion¶

Related Claims¶

• As students' experience with EVS increases across academic years, learning benefits and classroom benefits increase while challenges decrease — related
• Subject area is significantly associated with EVS usage patterns including number of modules, students' experience, and level of summative use — 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 — a narrower finding that bears on this claim