Assignment 3 #2
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School
University of Melbourne *
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Course
ENGR90021
Subject
Industrial Engineering
Date
May 13, 2024
Type
Pages
4
Uploaded by maximtrentin
Assignment 3: Survey Design
Goal:
The proposed survey aims to evaluate the benefits that the integration of AI and Gamification would bring into the teaching methods of the Science and Engineering departments at the University of Melbourne. (32 words) Characterisation
of target group:
This survey is designed to be targeted to approximately 200 teachers and tutors within the Science and Engineering departments at The University of Melbourne. This target group can be characterised by an explanation of their roles, responsibilities and the affects that the introduction of AI and gamification will have to their teaching methods. Both Teachers and Tutors in the Science and Engineering departments at The University of Melbourne share the main goal of teaching complex concepts to students. Often, the Teachers and Tutors have studied and completed the same or a similar degree to what they are now responsible for teaching and have a deep understanding in the challenging topics within their expertise. Throughout their work both Teachers and Tutors encounter many challenges. Some examples of the many challenges are: 1) Adaptation Diverse learning styles between students makes it difficult and extremely time consuming for teaching staff to adapt their teaching methods such that they are optimal for differing environments (Reeves, 2019)
. 2) Administrative responsibilities Grading assignments and taking attendance tracking can hinder teaching staff’s ability to their job due to the repetitive nature of these tasks (Allen, 2018)
. 3) Comprehension Conveying complex concepts in Science and Engineering is tricky when it comes to ensuring all students have the same level of comprehension (Harrison & Treagust, 2014)
. The integration of AI and Gamification to the teachers and tutors of The Melbourne University can help overcome all these challenges and more. Personalised learning experience can be quickly formed and adapted to individual student’s needs. Administrative tasks can be completed by AI in a fraction of the time it would take teaching staff. Gamification techniques can also be employed to ensure student engagement and comprehension across a range of topics. By gaining insights into the target group, a clear goal for the survey can be set and questions appropriately formed. The opinions and preferences of the target group can now be gathered and an implementation of AI and gamification can be designed to address their specific challenges. This customised approach will allow us to introduce a new system to them that will enhance the teachers and tutors current system in the Science and Engineering departments of The University of Melbourne. (368 words)
Question 1:
Question scope: This question assess the audiences own confidence in adapting their teaching methods to the different learning styles of their students. Response Options: A scale from 1 to 5 will result in a gauge that shows how confident the teachers and tutors are in their adaptation skills. How this questions meets the goal: From this question, we will be able to tell how big an effect the introduction of AI and gamification will be. The lower the average score means that the significance of the introduction will be greater. Question 2:
Question scope: This question asks the audience to identify their most time-consuming administrative tasks. Response Options: Multiple options are provided that all teaching staff should be required to complete/have completed. How this questions meets the goal: This questions helps us gain an understanding of what the largest, repetitive administrative jobs the teaching staff are required to do. Can be used to help us decide which areas are most in need of the introduction of AI and Gamification. Question 3:
Question scope: This questions grades key subjects by which ones the teachers and tutors find are the most difficult for the students to comprehend. Response Options: A ranking task is to be completed across broad topics of science and engineering. How this questions meets the goal: From this question, we will be able to identify which specific areas of teaching are most in need of help with conveying complex concepts to students. This will give us a priority of which areas we should focus on trying to implement AI and Gamification to. Question 4:
Question scope: The audience is asked to disclose what methods they currently use to assess their students engagement and progress. Response Options: Multiple-choice options are provided for the most popular ways engagement and progress has been tracked in the past. How this questions meets the goal: Knowing how teachers and tutors keep track of their student’s engagement and progress allows us to identify the type of data input that will be going into the new AI and Gamification methods. This will allow for a more tailored system to be produced based on the method of feedback collection. Question 5:
Question scope: This questions explores the possibility of concerns the teachers and tutors may have with the thought of the introduction of AI and Gamification to their teaching methods. Response Options: Multiple-choice options are provided again for some common points of concern. How this questions meets the goal: By finding out the concerns the target group is likely to have, an explanation of why their worries have been looked after and are not of concern can be developed. This will allow for the target group to feel at ease once the implementation of AI and Gamification into their teaching methods begins. (457 words)
Survey Link: https://forms.office.com/r/Kph7C9SR1x Appendices: Questionnaire text: AI and Gamification for Education - Teachers and Tutors Survey This survey is designed such that it should not take more than 3 minutes to complete. It is targeted at both the teachers and tutors within the Science and Engineering Faculties at The Melbourne University aiming to find out which areas of their work would benefit most from the introduction of AI and Gamification. 1. Please Rate your level of confidence in adapting your teaching methods to accommodate different students learning styles. 1 2 3 4 5 Not confident at all Very Confident 2. What are the most time-consuming administrative tasks you encounter in your role? - Grading Assignments - Taking Attendance - Managing course schedules - Providing personalised feedback - Other 3. Please rank the topics you find that students tend to struggle with the most in terms of comprehension. (
Top being the MOST difficult and Bottom being LEAST difficult
) - Mathematics - Physics - Chemistry - Biology - Coding/Programming 4. Please select the current methods you employ to asses students engagement and progress - Class participation - Homework assignments - Test/Exam scores - In-class surveys/quizzes - None of the above 5. Do you have any concerns regarding the effects the introduction of AI and Gamification to teaching methods can have? - Overreliance on technology - Loss of personal connection with students - Lack of training with new technologies - Resistance from students
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References: 1. Reeves, T. D. (2019). Engaging the Zoomer Generation: Gamification Strategies for Teaching Business Communication Online. *Business and Professional Communication Quarterly*, 82(3), 252-266. 2. Allen, I. E. (2018). Who's teaching college? A demographic profile of US college faculty. Delta Cost Project at American Institutes for Research. (https://www.air.org/resource/who-s-teaching-college-demographic-profile-us-
college-faculty) 3. Harrison, A. G., & Treagust, D. F. (2014). A typology of school science models. *International Journal of Science Education*, 36(2), 193-216. 857 words total