Masters Degrees (Computer Science and Informatics)

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Browsing Masters Degrees (Computer Science and Informatics) by Subject "Ability -- Testing"

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    A comparative study to determine the optimum e-assessment paradigm for testing users' word processing skills
    (University of the Free State, 2008) Strauss, Hermanus Johannes; Blignaut, P. J.; Du Toit, E. R.
    English: In recent times, people have become more and more reliant on computers on a daily basis. As a result, the need has arisen to optimise the task-related experience in terms of time efficiency, which demands effective training in software skills. To be more specific, word processing skills are currently considered essential in any field of work and are in high demand. This study focuses on determining the optimal paradigm (methods) to assess users’ word processing skills. One of the main reasons for this research was the fact that students at the University of the Free State (UFS) reported to the computer literacy course lecturer that they were dissatisfied with the virtual, simulated MS Word software environment used to assess (e-assess) their word processing skills electronically. This existing test system (ETS) at the UFS requires students to perform certain tasks and automatically checks whether the required end-result is obtained. However, this system is based on a simulated interface with limited functionality. As a result, the relevant information on software e-assessment systems was researched and a new software skills e-assessment application developed accordingly. The aim was to develop a tool that would be able to assess students’ word processing skills in the most reliable way possible. Another aim was to find methods of stimulating the learning process during the e-assessment of word processing skills. Therefore the newly developed e-assessment system, WordAssessor, is designed to be based on the real MS Word environment. It requires students to perform certain tasks and automatically checks whether the said tasks have been correctly performed. WordAssessor allows students to explore the MS Word interface fully while being assessed. It even allows students to use trial-and-error to solve certain problems (tasks). To stimulate learning potentially further during e-assessment, WordAssessor presents students with a video solution for the questions they had incorrect, directly after the test. In order to assess the validity of the e-assessment methods employed by the WordAssessor system, comparative user testing was conducted. Students’ word processing skills were assessed as part of their advanced computer literacy course, using the ETS, the WordAssessor system and a personalised test scenario (where no e-assessment tool was used). In addition, participating students were provided with a questionnaire to determine their reaction and preference with regard to the various elements of the assessment methods. By analysing the results in detail, it was found that the results of the personalised test scenario (PT) yielded the most reliable indication of students’ true word processing skills, and could be used as a benchmark. Hereafter, the results of the WordAssessor test scenario were analysed to determine the correlation (relationship) with the results of the personalised test. The same type of correlation was performed between the results of the ETS and PT. It was established that the WordAssessor results correlated significantly more closely with the PT results than the ETS. In the end (and after additional analysis) it was found that the methods employed by WordAssessor yielded the most reliable indication of students’ true word processing skills knowledge when compared to the ETS. In addition, from the results of the post-assessment questionnaire, it was determined that students felt they learned more as a result of the video tutorials. Furthermore, they stated that they preferred video feedback over text- or paper-based feedback. They also stated that they preferred being assessed in a real software environment, as opposed to a simulation. It was recommended that a more flexible and realistic e-assessment approach (as demonstrated by the WordAssessor system) could be beneficial to students on several levels. Also, it was recommended that students be able to answer test questions in a way that suits them rather than being instructed as to the method of use. Finally, the use of highly detailed video tutorials directly following e-assessment (only for questions students had incorrect), was recommended.
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    ItemOpen Access
    A comparative study to determine the optimum e-assessment paradigm for testing users' word processing skills
    (University of the Free State, 2008) Strauss, Hermanus Johannes
    English: In recent times, people have become more and more reliant on computers on a daily basis. As a result, the need has arisen to optimise the task-related experience in terms of time efficiency, which demands effective training in software skills. To be more specific, word processing skills are currently considered essential in any field of work and are in high demand. This study focuses on determining the optimal paradigm (methods) to assess users’ word processing skills. One of the main reasons for this research was the fact that students at the University of the Free State (UFS) reported to the computer literacy course lecturer that they were dissatisfied with the virtual, simulated MS Word software environment used to assess (e-assess) their word processing skills electronically. This existing test system (ETS) at the UFS requires students to perform certain tasks and automatically checks whether the required end-result is obtained. However, this system is based on a simulated interface with limited functionality. As a result, the relevant information on software e-assessment systems was researched and a new software skills e-assessment application developed accordingly. The aim was to develop a tool that would be able to assess students’ word processing skills in the most reliable way possible. Another aim was to find methods of stimulating the learning process during the e-assessment of word processing skills. Therefore the newly developed e-assessment system, WordAssessor, is designed to be based on the real MS Word environment. It requires students to perform certain tasks and automatically checks whether the said tasks have been correctly performed. WordAssessor allows students to explore the MS Word interface fully while being assessed. It even allows students to use trial-and-error to solve certain problems (tasks). To stimulate learning potentially further during e-assessment, WordAssessor presents students with a video solution for the questions they had incorrect, directly after the test. In order to assess the validity of the e-assessment methods employed by the WordAssessor system, comparative user testing was conducted. Students’ word processing skills were assessed as part of their advanced computer literacy course, using the ETS, the WordAssessor system and a personalised test scenario (where no e-assessment tool was used). In addition, participating students were provided with a questionnaire to determine their reaction and preference with regard to the various elements of the assessment methods. By analysing the results in detail, it was found that the results of the personalised test scenario (PT) yielded the most reliable indication of students’ true word processing skills, and could be used as a benchmark. Hereafter, the results of the WordAssessor test scenario were analysed to determine the correlation (relationship) with the results of the personalised test. The same type of correlation was performed between the results of the ETS and PT. It was established that the WordAssessor results correlated significantly more closely with the PT results than the ETS. In the end (and after additional analysis) it was found that the methods employed by WordAssessor yielded the most reliable indication of students’ true word processing skills knowledge when compared to the ETS. In addition, from the results of the post-assessment questionnaire, it was determined that students felt they learned more as a result of the video tutorials. Furthermore, they stated that they preferred video feedback over text- or paper-based feedback. They also stated that they preferred being assessed in a real software environment, as opposed to a simulation. It was recommended that a more flexible and realistic e-assessment approach (as demonstrated by the WordAssessor system) could be beneficial to students on several levels. Also, it was recommended that students be able to answer test questions in a way that suits them rather than being instructed as to the method of use. Finally, the use of highly detailed video tutorials directly following e-assessment (only for questions students had incorrect), was recommended.
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    Some psychological and biographical predictors of computer proficiency: an analysis of the potential of a novice to become a good computer user
    (University of the Free State, 2006-08-22) Burger, Andries Johannes; Blignaut, P. J.; Huysamen, G. K.
    English: As a result of the proliferation of computers throughout the business world, more and more demands are placed on workers to develop computer skills. There are a variety of training methods by means of which workers can obtain these much-needed skills. It is nevertheless true that with identical training methods, it is quite likely that different people will end up with different computer abilities. It was thus the primary objective of this study to investigate the role that certain biographical, psychological and cognitive variables play in the prediction of computer proficiency. The variables that were included as possible predictors were personality type, learning style, general anxiety, three-dimensional perceptual ability (spatial 3D), numerical ability, computer attitude, grade 12 final examination mark and mathematical ability. The se condary objective of this study was to determine whether computer attitude and its three components (computer anxiety, computer liking and computer confidence) were influenced by computer experience. Culture was taken into account as a moderator variable in both the primary and secondary studies. To ensure that all the research participants were on the same level of computer literacy, only students enrolled for the basic computer literacy course at the University of the Free State were used in the study. Because the research was used to develop predictor formulas for computer proficiency, the research participants were tested early in February 2003, before the introductory computer literacy course commenced. This was to ensure that the participants’ attitudes, abilities and feelings regarding computers were assessed prior to their exposure to computers. The only test that was repeated (on the same students) towards the end of the semester course was the so-called Computer Attitude Scale (CAS). Apart from measuring a person’s attitude towards computers, the test also contains sub-tests that measure computer anxiety, computer liking and computer confidence. The researcher needed these retest scores to determine whether users’ computer attitude, as well as the three mentioned components, had changed as more computer experience was gained. The primary study resulted in the formulation of two formulas which can be used to predict the computer proficiency of white and black students enrolled for an introductory computer literacy course. The prediction formula for the white students is made up of six variables – grade 12 final examination mark, computer confidence, the learning modes of abstract conceptualisation (AC) and concrete experience (CE), mathematical ability and the conscientiousness (C) domain of personality. The prediction formula for the black students is also made up of six variables – spatial 3D, the L, Q3 and Q4 scores of the IPAT Anxiety Scale, computer confidence and the learning mode of abst ract conceptualisation (AC). It was thus found that different variables predict the computer proficiency of white and black students. The only variables that are shared by both formulas are computer confidence and the learning mode of abstract conceptualisation (AC). In contrast with previous research on the topic, a negative relationship between computer attitude and computer experience was found in the secondary study. The statistical results indicated that as the students gained more experience on computers their computer confidence and computer liking decreased while their computer anxiety increased. As these three constructs are the components of computer attitude, it was not surprising that computer attitude also decreased. Computers play an integral role in the lives of many individuals and therefore the improvement of computer skills is a continuous and important process. This study provided valuable inputs by identifying predictors of computer proficiency for students enrolled in an introductory computer literacy course.