Partial Exam Research Articles

Physics XP: Integration of ChatGPT and Gamification to Improve Academic Performance and Motivation in Physics 1 Course

The understanding of the physics course (PC) at the university level faces many challenges, highlighting the gap in mathematical knowledge and conceptual phenomenological analysis that affect the assimilation of more advanced physical concepts. The synergistic integration of artificial intelligence (AI) and gamification into the teaching and learning process transforms this process into an engaging and collaborative experience, improving interaction and personalization of learning and incorporating game elements to increase student participation and motivation. The objective of this research was to measure the influence of the integration of ChatGPT, AI, and gamification on the academic results and motivation of students in the physics 1 course. A total of 188 students participated in this study: 98 students in the experimental group and 90 students in the control group. The grades obtained in the standardized evaluations were compared in both the partial exam and the final exam of the physics 1 course, and a Likert-type questionnaire was used for motivation. The results show a better academic performance (AP) of the students in the experimental group than the control group, which is statistically evidenced (p < 0.01). It also shows that students who developed the course using ChatGPT AI and gamification developed a more positive attitude towards interest, usefulness, self-efficacy, active participation, and personal satisfaction in the physics 1 course.

Changing Mathematical Paradigms at the University Level: Feedback from a Flipped Classroom at a Peruvian University

The university-level mathematics teaching adopted by many professors is still a traditional classroom, and many students’ perception of mathematics is that it is a complicated subject. The operationality of the flipped classroom proposal implemented at a university has a potential that can be used to change the perception that university students and teachers have towards the mathematics course, as well as to change the methodology of many teachers on how they teach their courses in the classroom. This research is the result of the implementation of the flipped classroom methodology in the basic mathematics course that is part of the professional careers of the engineering faculty of a Peruvian university. The aim of this study was to analyze the impact of applying the flipped classroom on academic results and attitudes towards mathematics, with an experimental group of 227 students and a control group of 215 students. The academic results were measured at each of the stages indicated in the course syllabus, T1, partial exam, T2 and final exam; attitudes towards mathematics were also assessed at cognitive, procedural and affective levels at the end of the university semester. The Kolmogorov-Smirnov normality test was applied and yielded a value of p = 0.00, indicating that the grades obtained by the students did not follow a normal distribution. With the data obtained, the Mann-Whitney U test was performed, obtaining a p = 0.00 value (α = 0,052 tails). p < α makes us conclude that there are statistically significant differences between the scores of the experimental group compared to the control group. The results show a significant improvement in the academic performance and positive attitudes of students who took the course using the flipped classroom compared to those who did not use this methodology.

Retrospective investigation of organization and examination results of the state examination in restorative dentistry, endodontology and periodontology under simulated conditions in times of Covid-19 compared to standard conditions when treating patients.

Objective: Primary outcome of this retrospective study was the comparison of state examination results under simulated treatment conditions in times of Covid-19 versus patient treatment under non-pandemic conditions. Additionally, correlation analysis was performed between students’ self- and examiners’ assessment of the treatment results.Methods: Within 4 hours, 22 examinees each had to place a multi-surface adhesive anterior and posterior restoration, performed an endodontic treatment on a maxillary premolar and a periodontal debridement of one quadrant. All treatments were performed on a model fixed in a phantom head. Compliance with the prescribed hygiene and social distancing guidelines and self-assessment of the practical performance was part of the practical examination as well. One examiner per examination part evaluated anonymously the final results. The historical control was based on the exam results of a cohort from 2019. Mean values (standard deviation), non-parametric correlations (Spearman's Rho) and group comparisons (Mann-Whitney) were calculated for statistical analysis.Results: Examination results under simulated treatment conditions were significantly worse (p<0.05) than in the cohort that took their state exam in patients, with exception of the endodontic partial exam. The overall scores in restorative dentistry and periodontology of both groups, which include a structured theoretical examination, did not differ. The majority of the candidates rated their performance worse than the examiners, and there was no correlation between self- and third-party assessment.Conclusion: In the comparison of two years, a simulated practical examination without patients in restorative dentistry, endodontics and periodontology resulted in matchable results compared with an examination on patients. Equal conditions for the candidates resulting in better comparability and avoidance of ethical dilemmas of patient treatment under examination conditions could also be arguments towards a state examination under phantom conditions in the future.

Addressing Examination Timetabling Problem Using a Partial Exams Approach in Constructive and Improvement

The paper investigates a partial exam assignment approach for solving the examination timetabling problem. Current approaches involve scheduling all of the exams into time slots and rooms (i.e., produce an initial solution) and then continuing by improving the initial solution in a predetermined number of iterations. We propose a modification of this process that schedules partially selected exams into time slots and rooms followed by improving the solution vector of partial exams. The process then continues with the next batch of exams until all exams are scheduled. The partial exam assignment approach utilises partial graph heuristic orderings with a modified great deluge algorithm (PGH-mGD). The PGH-mGD approach is tested on two benchmark datasets, a capacitated examination dataset from the 2nd international timetable competition (ITC2007) and an un-capacitated Toronto examination dataset. Experimental results show that PGH-mGD is able to produce quality solutions that are competitive with those of the previous approaches reported in the scientific literature.

Estudio del Eustrés Académico desde el enfoque Socioformativo mediante la Cartografía Conceptual

El presente artículo tiene como objetivo subsanar el vacío existente en la literatura en torno al concepto de eustrés académico. Se realizó una investigación documental, usando como metodología la cartografía conceptual. Se propone una definición del concepto eustrés académico desde el enfoque socioformativo, exponiendo sus principales características. Se plantea una metodología para llevar a los estudiantes a un estado de eustrés académico, el cual les permita desarrollar sus competencias académicas, emocionales y socioformativas con el fin de que logren una respuesta positiva ante los principales estresores académicos, percibiéndolos como un estímulo y un reto más que como una amenaza.

Student implementation of MACH methodology increases the level of learning of cardiovascular physiology in third‐semester medical career UAMZH‐UASLP, Mexico

In the Medical career, both for students and teachers, physiology courses have been a big challenge. In 2015, Trujillo et al., developed a teaching model of physiological topics known as “MACH”, which was structured based on 4 consecutive points: Methods (M), Analogies (A), Context (C), and How (H), designed to improved instructor's explanations of biological concepts. During 2017, a handbook of 6 laboratory practices was approved by UAMZH‐UASLP corresponding authorities, whose purpose was the student's insertion to the vascular physiology concepts assigned within the analytical program using the MACH model (third semester of Medical School UAMZH‐UASLP). The sections were timed and elaborated by the students in a virtual platform (schoology) under precise indications of each area (M, A and C)., only the H section was face‐to‐face (immersed in the laboratory), always after they completed the other 3 sections and included short‐time experimental procedures attempted to reaffirm the knowledge previously developed by themselves. The percentage of correct answers corresponding to the first partial exam (cardiovascular physiology) of the semester ago‐dec 2017 (control, n=33) and ago‐dec 2018 (MACH, n=31) were analyzed. In both cases, the test consisted of 30 multiple‐choice questions (50% direct answers and 50% integration answers) derived from the topics corresponding to the analytical program.ResultsMACH laboratory practices increases the percentage of correct answers (45.2%) compared with the control group (36.4%) associated with cardiovascular physiology (unpaired t‐student p= 0.05) in the first partial exam. Also, verification of differences between means (two tail z‐test) showed a significate increase in the average values between groups (control= 5.31, MACH = 5.73, two tails z‐value = 1.95, p = 0.003).DiscussionIn our Institution, the multiple‐choice test remains the method of choice to discern the degree of learning achieved by the student. Finding an increase in the successes achieved in the MACH group, suggests that this strategy could impact on the level of learning and/or understanding of physiology concepts. It is our interest to continue the application of this model and we intend to extend it to the other remaining sections of the Physiology course Medical School UAMZH‐UASLP.Support or Funding InformationThis work was supported by PRODEP project 511‐6/17‐7930This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.