Quiz-R-us: Re-conceptualizing quizzes to enrich blended learning in occupational therapy study lines

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In the latest years, the Danish school system has experienced an increase in digitization and experimentation with blended learning, in which traditional face-to-face instruction is combined with web-based online learning. Online quizzes have become a popular tool for students’ self and peer assessment in the education of occupational therapy, in which blended learning is becoming more commonly adopted. The use and creation of online quizzes is seen as a concrete case to explore how to enrich the practice of blended learning in the occupational therapy education, challenging the traditional notion of quizzes. This study was a cooperation between the Lillebaelt Academy’s Web Development education, and the Occupational Therapy education from the University College Lillebaelt, both in the area of Odense, Southern Denmark. Our study suggests that the use of quizzes poses complex questions in relation to the participation of teachers and students in creating quizzes and managing assessment. Hence teachers see quizzes as an opportunity for reducing their burden in assessment, but both teachers and students said that quizzes can be “dry” or “boring” and their best experiences with quizzes involved playful learning settings. Based on these findings, the Web Development students developed a series of hi-fi prototypes addressing two main issues: the need for making online quizzes more playful, and the need to support the workflow that takes place in the authoring and use of quizzes. This paper presents our findings, weaknesses of our study, and the relations between blended and playful learning.
LanguageEnglish
Title of host publicationLecture Notes in Computer Science
EditorsP. Zaphiris , A. Ioannou
Volume10925
PublisherSpringer
Publication date2018
Pages 332-349
ISBN (Print)978-3-319-91151-9
ISBN (Electronic)978-3-319-91152-6
DOIs
StatePublished - 2018
SeriesLecture Notes in Computer Science
ISSN0302-9743