Статті в журналах: "Concept learning Evaluation"

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Suttrisno, Suttrisno, Nurul Mahruzah Yulia, and Dewi Niswatul Fithriyah. "Mengembangkan Kompetensi Guru Dalam Melaksanakan Evaluasi Pembelajaran Di Era Merdeka Belajar." ZAHRA: Research and Tought Elementary School of Islam Journal 3, no. 1 (March 1, 2022): 52–60. http://dx.doi.org/10.37812/zahra.v3i1.409.

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One of the merdeka belajar (freedom of learning) concepts give teachers the freedom to make fun learning. Teachers must make plans, carry out, and evaluate their learning programs independently. Teacher becomes the determining factor for the success of the learing objectives. And to find out the success of the learningprogram we need to do an evaluation. Evaluation is an important activity, which is carried out to review the success of a program to determine a decision. Teachers must have competence to conduct evaluations. The objectives of this study include; 1) to understand the concept of evaluations. 2) to explain teacher competence in carring out evaluations. The method used in writing this journal is a literature review, where research data obtained from several literary theories are processed and analyzed and then described, so that the results are obtained that in the early stages, teachers must first understand the concept of evaluation, which emphasizes the definition, objectives , the function of the principle and type of evaluation, while the competence of teachers in evaluation activities includes competence in planning evaluation programs, designing evaluation programs, developing evaluation programs, implementing, and evaluating evaluation programs. The evaluation itself requires data processing, reporting and utilization of the evaluation results.

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Slieman, Tony A., and Troy Camarata. "Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051987251. http://dx.doi.org/10.1177/2382120519872510.

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Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. As part of our case-based curriculum, we used a small-group active-learning approach involving 3 stages: concept mapping, student peer-review, and student group evaluation. Specific learning objectives and behavioral outcomes were designed to focus the learning activities. Rubrics were designed to (1) assess learners’ group generated concept maps, (2) determine effective student peer review, and (3) appropriate evaluation of group dynamics. In addition to assessment data from the rubrics, course evaluations from participating students were collected. Analysis of rubric assessments and student evaluation data confirmed that there was significant statistical achievement in critical thinking and teamwork among students. Furthermore, when analyzing concept mapping scores between the first and last case, the data displayed significant statistical improvement supporting that student groups were further integrating basic science and clinical concepts. Our concept map-based active-learning approach achieved our designated objectives and outcomes.

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P., Divya, and Smitha R. "CONCEPT MAPPING AS A TOOL FOR MEANINGFUL LEARNING." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 833–41. http://dx.doi.org/10.21474/ijar01/12221.

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Concept maps have now been used as a research and evaluation tool. It enables students to visualize the structure of knowledge, interrelated concepts and the relationships among various concepts and sub-concepts. Concept mapping has been found to be an effective teaching method which enhances meaningful learning. Concept mapping was significantly more effective than the traditional or expository teaching strategies in enhancing learning. Cognitive mapping differs from traditional methods by making underlying cognitive structures transparent and giving a focus to the set of propositions by which learners construct meaning. Concept map structure correlates with the perceived data. They provide quick summary and help to identify topics to elicit new information. Concept mapping is a strategy that can be used to impart content knowledge with sense within a limited period of time.Concepts learned by rote learning tends to be quickly forgotten. Teaching methods and tools should transform knowledge from short-term memory to long-term memory. Several research studies have supported Concept mapping in academic and non-academic fields. This article describes how the concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations. It is underlined that the Concept maps will serve as a suitable tool to support educators in promoting students comprehension and understanding of new concepts.

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Keogh, Brenda, and Stuart Naylor. "Concept cartoons, teaching and learning in science: an evaluation." International Journal of Science Education 21, no. 4 (April 1999): 431–46. http://dx.doi.org/10.1080/095006999290642.

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Huang, Peihan, Shaohui Lin, Junying Yuan, and Haishan Chen. "Course Achievement Evaluation Using Concept Map in Traditional Learning." Journal of Physics: Conference Series 1624 (October 2020): 052014. http://dx.doi.org/10.1088/1742-6596/1624/5/052014.

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Grigorik, Nikita. "Evaluation as a Sociological Concept: Problem Statement." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2021, no. 3 (November 22, 2021): 304–14. http://dx.doi.org/10.21603/2500-3372-2021-6-3-304-314.

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The present research featured the role of evaluation in sociology and the sociological interpretation of its components. Evaluation is a complex perceptive procedure. Social reality is conditioned by the existence of man, who shapes it through evaluation, which includes cognition, evaluative comparison, and the implementation of the resulting information in social interaction. First, people form initial ideas that are chipped into a set of knowledge about social reality. The perception is then transformed into a mental-comparative act. On this basis, people perform actions and choices that correlate with the values. Norms determine the nature of perception and evaluation. Therefore, people embody their social functions through social behavior, relationships, and interactions, thus learning about the world and evaluating various social phenomena on the basis of the obtained assumptions. In that way, people develop and translate stable forms of perception. Evaluation can serve as a measure in sociological studies, i.e. as a means of studying social reality. As a result, the relationship evaluation – cognition – value – norm – public opinion becomes obvious and can act as a methodological basis for sociological research.

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Chavez, Laura Skoronski. "Simulation as a Learning and Evaluation Modality: A Concept Analysis." Journal of Nursing 7, no. 1 (2020): 1. http://dx.doi.org/10.7243/2056-9157-7-1.

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Torre, D. M., B. Daley, Tracy Stark-Schweitzer, Singh Siddartha, Jenny Petkova, and Monica Ziebert. "A qualitative evaluation of medical student learning with concept maps." Medical Teacher 29, no. 9-10 (January 2007): 949–55. http://dx.doi.org/10.1080/01421590701689506.

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Miftha Huljannah. "Pentingnya Proses Evaluasi Dalam Pembelajaran Di Sekolah Dasar." EDUCATOR (DIRECTORY OF ELEMENTARY EDUCATION JOURNAL) 2, no. 2 (December 21, 2021): 164–80. http://dx.doi.org/10.58176/edu.v2i2.157.

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ABSTRACT This article is a theoretical study about the importance of the learning evaluation process. Evaluation is an important activity carried out by teachers in the learning process. With evaluation, teachers can improve their competence in classroom management, be it in the selection of learning methods, media, teaching materials, and so on that can motivate students to learn. In addition, by evaluating the teacher can also find out the level of ability of the students. Therefore, the teacher must carry out evaluation activities properly. However, in reality there are still many teachers who have not carried out the evaluation process properly, especially in elementary schools. One of the causes is the teacher's lack of knowledge about the evaluation itself. So that knowledge is needed about the concept of evaluation, the role of evaluation, and procedures for implementing evaluations in order to obtain evaluation results that can describe the real state of students.

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Mandinach, Ellen B. "The Development of Effective Evaluation Methods for E-Learning: A Concept Paper and Action Plan." Teachers College Record: The Voice of Scholarship in Education 107, no. 8 (August 2005): 1814–35. http://dx.doi.org/10.1177/016146810510700811.

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E-learning is an emerging field as a promising instructional medium as well as a ripe arena in which to conduct research on its impact on teaching and learning activities. The fundamental nature of e-learning as an instructional medium differs substantially from face-to-face delivery, thereby requiring new and hybrid methods for evaluating its impact. This article examines the characteristics of e-learning that make it unique and traces some of the emerging trends in the field. The article then discusses evaluation methodologies that might be potentially informative in the examination of how e-learning is beginning to affect teaching and learning processes.

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Acharya, Anal, and Devadatta Sinha. "An Intelligent Web-Based System for Diagnosing Student Learning Problems Using Concept Maps." Journal of Educational Computing Research 55, no. 3 (September 5, 2016): 323–45. http://dx.doi.org/10.1177/0735633116667358.

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The aim of this article is to propose a method for development of concept map in web-based environment for identifying concepts a student is deficient in after learning using traditional methods. Direct Hashing and Pruning algorithm was used to construct concept map. Redundancies within the concept map were removed to generate a learning sequence. Prototype learning system was developed based on this learning sequence using Android Emulator. For analysis purpose, 42 learners were given to learn the course Java Programming taught at graduation level. A posttest was conducted after learning for evaluation purpose. Multiple regression analysis method was applied on these results to develop regression equations for the proposed method of learning. Statistical Package for Social Sciences software was used for statistical analysis purposes. It was found that posttest results are directly proportional to the quality of traditional learning. Better quality students require less time in constructing prototype system. Further concept mapping was found to have a positive impact on proposed method of learning. When the number of concepts is large, a learning sequence among these can be generated using the proposed method. This learning sequence can be used to identify the concept a student needs additional learning.

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Kholghi, Mahnoosh, Laurianne Sitbon, Guido Zuccon, and Anthony Nguyen. "Active learning: a step towards automating medical concept extraction." Journal of the American Medical Informatics Association 23, no. 2 (August 7, 2015): 289–96. http://dx.doi.org/10.1093/jamia/ocv069.

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Abstract Objective This paper presents an automatic, active learning-based system for the extraction of medical concepts from clinical free-text reports. Specifically, (1) the contribution of active learning in reducing the annotation effort and (2) the robustness of incremental active learning framework across different selection criteria and data sets are determined. Materials and methods The comparative performance of an active learning framework and a fully supervised approach were investigated to study how active learning reduces the annotation effort while achieving the same effectiveness as a supervised approach. Conditional random fields as the supervised method, and least confidence and information density as 2 selection criteria for active learning framework were used. The effect of incremental learning vs standard learning on the robustness of the models within the active learning framework with different selection criteria was also investigated. The following 2 clinical data sets were used for evaluation: the Informatics for Integrating Biology and the Bedside/Veteran Affairs (i2b2/VA) 2010 natural language processing challenge and the Shared Annotated Resources/Conference and Labs of the Evaluation Forum (ShARe/CLEF) 2013 eHealth Evaluation Lab. Results The annotation effort saved by active learning to achieve the same effectiveness as supervised learning is up to 77%, 57%, and 46% of the total number of sequences, tokens, and concepts, respectively. Compared with the random sampling baseline, the saving is at least doubled. Conclusion Incremental active learning is a promising approach for building effective and robust medical concept extraction models while significantly reducing the burden of manual annotation.

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YAMAGUCHI, Etsuji, Shigenori INAGAKI, Hideo FUNAOI, and Naoko HIKIDA. "Practical Evaluation of Concept Mapping Software to Reconstruct Learning Processes in Elementary Science Learning." Journal of Research in Science Education 43, no. 2 (November 15, 2002): 15–28. http://dx.doi.org/10.11639/sjst.kj00005017984.

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Müller, Christian. "Experiences and evaluation of a blended learning concept for learning Chinese in higher education." Procedia - Social and Behavioral Sciences 34 (2012): 158–63. http://dx.doi.org/10.1016/j.sbspro.2012.02.032.

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Baroglio, Cristina, Marco Botta, and Attilio Giordana. "Learning Relations: An Evaluation of Search Strategies." Fundamenta Informaticae 18, no. 2-4 (April 1, 1993): 221–32. http://dx.doi.org/10.3233/fi-1993-182-410.

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Inducing concept descriptions in first order logic is inherently a complex task; then, heuristics are needed to keep the problem to manageable size. In this paper we explore the effect of alternative search strategies, including the use of information gain and of a-priori knowledge, on the quality of the acquired relations, intended as the ability to reconstruct the rule used to generate the examples. To this aim, an artificial domain has been created, in which the experimental conditions can be kept under control, the “solulion” of the learning problem is known and a perfect theory is available. Another investigated aspect is the impact of more complex description languages, such as, for instance, including numerical quantifiers. The resultS show that the information gain criterion is too greedy to be useful when the concepts have a complex internal structure; however, this drawback is more or less shared with any purely statistical evaluation criterion. The addition of parts of the available domain theory increases the obtained performance level. Similar results have been previously obtained on a number of real applications and of test-cases taken from standard machine learning data bases.

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Rešić, Sead, and Edina Alimanović. "THE ROLE OF EVALUATION AND SELF-EVALUATION IN ACHIEVING STELLAR LEARNING RESULTS IN MATHEMATICS TEACHING." Journal Human Research in Rehabilitation 3, no. 3 (May 2013): 42–52. http://dx.doi.org/10.21554/hrr.051305.

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This paper elaborates the concept of evaluation and self-assessment in the teaching of mathematics and other concepts important to explain the image on the realization winning learning. Also, the essential characteristic that influences this study is education. In a sample of 120 respondents, it was attempted to determine the significance of differences between evaluation and self-assessment in mathematics, in contrary the role of evaluation and self-evaluation in achieving winning learning in mathematics. Analytical - descriptive method and survey method were used in this study, which helped to confirm the hypotheses. The results were shown in tables and graphs and explained with the discussion. The whole operation was rounded with the conclusion.

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Zandvakili, Elham, Ernest Washington, Edmund Gordon, and Craig Wells. "Mastery Learning in the Classroom: Concept Maps, Critical Thinking, Collaborative Assessment (M3CA) Using Multiple Choice Items (MCIs)." Journal of Education and Learning 7, no. 6 (September 6, 2018): 45. http://dx.doi.org/10.5539/jel.v7n6p45.

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M3CA is a model of mastery learning developed in a college classroom, and an acronym for Mastery, Concept Maps, Critical Thinking, Collaboration and Assessment. The M3CA model is a formative model of skill based mastery learning and assessment that produces high levels of academic achievement and empowers students with a feeling of fairness. Mastery is based on students’ creation of concept maps, and the steps toward mastery include learning the skills of: critical thinking, prioritization (evaluation), individual and group synthesis, group evaluation (prioritization), and the application of multiple choice items to assess the facts, concepts and knowledge embedded in the concept maps. Multiple choice items created by and collected from teams of students are available for all to see and used in their assessment. Each step toward mastery is observable, transparent, and open to public view by the students.

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Nazar, Muhammad, Rusman, Kana Puspita, and Husnul Yaqin. "Android-Based Mobile Learning Resource for Chemistry Students in Comprehending the Concept of Redox Reactions." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 03 (February 10, 2022): 123–35. http://dx.doi.org/10.3991/ijim.v16i03.24133.

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This study aimed to develop an Android learning media on the concept of redox as an effective, efficient, practical, real-time learning media and in accordance with the facilities owned by students and evaluate the quality and usability of the app. The approach used in this research was a quantitative approach in the form of development research, while the model used was the Hannafin and Peck (1988) model. The data of this study were collected from the process of development, expert evaluations (expert reviews), and small group evaluation. 20 students of the chemistry education study program at a university in Indonesia volunteered to use and evaluate the app, Data was collected by using questionnaires. The results indicated that the quality of the application obtained from expert review was 94.7%. Furthermore, the small group evaluation shows that the usability of RedoksPro version 1.1 scored 86.7. The Android-based learning media of redox concept (RedoksPro application version 1.1) could be utilized as a mobile learning resource in learning the specific concept of reduction and oxydation reactions.

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Lee, Dong Yub, and Eunbae B. Yang. "A Critical Evaluation of the Concept and Writing of Learning Outcomes." Korean Medical Education Review 18, no. 3 (October 31, 2016): 125–31. http://dx.doi.org/10.17496/kmer.2016.18.3.125.

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Montoneri, Bernard, Chia-Chi Lee, Tyrone T. Lin, and Shio-Ling Huang. "A learning performance evaluation with benchmarking concept for English writing courses." Expert Systems with Applications 38, no. 12 (November 2011): 14542–49. http://dx.doi.org/10.1016/j.eswa.2011.05.029.

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Fischbach, Sarah, and Veronica Guerrero. "Mobile Business Retailing: Driving Experiential Learning on Campus." Journal of Marketing Education 40, no. 1 (September 22, 2017): 56–65. http://dx.doi.org/10.1177/0273475317733509.

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Engaging students in the classroom is a struggle all faculty face especially in the age of modern technology. This article proposes a novel approach to engage and motivate students through the mobile business “on wheels” marketing concept. The growth in mobile business retailing (e.g., food trucks, mobile dog groomers, etc.) is an appealing concept for today’s entrepreneurial-minded students. This concept provides students with an opportunity to combine their creativity with their understanding of the seminal marketing concepts of a principles of marketing course. The project involves two marketing challenges: the promotion of a mobile business retailing event on campus and the development of a marketing plan for a unique mobile business retailing idea developed by the students. The project provides a variety of hands-on, engaging pedagogies to guide the students from concept creation based on primary research through campaign proposals integrating digital media examples. Resources in project design, implementation, evaluation, and critical analysis of this comprehensive marketing project are outlined in this article. Recommendations for future research and implementation are also provided.

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Mohamed Zain, Nor Zuhaidah, Nadia Akma Ahmad Zaki, and Ummu Husna Azizan. "Educational Videos for Learning Digital Illustration Concept for University Student." International journal of Multimedia & Its Applications 14, no. 1 (February 28, 2022): 31–40. http://dx.doi.org/10.5121/ijma.2022.14103.

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To assist learning, preparation of suitable learning material is recommended along with a blended learning approach. Educational videos could be considered as a tool that can be adapted. This study aimed to develop educational videos for three (3) selected topics in Digital Illustration course offered to FirstYear Multimedia undergraduate students. ADDIE instructional design model was used to develop those educational videos. This study started with choosing a topic, designing storyboards, developing videos, uploading prototype videos to Google Drive for evaluation purposes, and conducting a usability evaluation on selected respondents. Finding from the user testing showed it was ascertained that the students agreed to use videos to enhance their understanding in selected topics in the Digital Illustration course. There should be continuous improvement in the educational videos specifically in including additional content to further enhance the videos.

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Suryaningsih, Siti, Nadiyah Aulia Rahmah, and Fauzan Aldiansyah. "PERCEPTION OF UNDERSTANDING ABILITY OF REDOX CONCEPT ON STUDENT E-LEARNING OUTCOMES." JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran 22, no. 2 (February 28, 2022): 148. http://dx.doi.org/10.22373/jid.v22i2.10946.

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The application of e-learning greatly impacts the ability to understand concepts and student learning outcomes. The purpose of the study was to determine 1) the prerequisite test of research instruments 2) the perception of the ability to understand redox concepts in e-learning based on indicators of learning stimuli, responses, and evaluations. 3) the relationship of understanding redox concepts to student learning outcomes. The method used is descriptive quantitative, in-class X MIA at MAN Tangerang, 38 students were selected by purposive random sampling. Data collection was carried out through a questionnaire using a Likert scale. The results showed that the prerequisite test was declared valid, reliable, and normally distributed. Student perceptions generally agree based on learning stimulus indicators as much as 71.025%; response 71.075%; evaluation 62.475%. Students give full attention during learning, participate actively during discussions, and understand redox concepts. Understanding redox concepts on student learning outcomes has a significant relationship (strong and positive), seen from the value of sig. (2-tailed) of 0.000 less than 0.05, Pearson correlation of 0.967 greater than 0.329 (significance 5%). The results of this study serve as scientific information on e-learning for chemistry subject teachers in improving the learning process.

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Ohnishi, Yoshihiro, Shogo Takechi, Teruyuki Tamai, Shinnosuke Mori, and Kazuo Kawada. "Evaluation for Task Achievement of Robotics Programming Based on Image Information." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 427–33. http://dx.doi.org/10.20965/jrm.2019.p0427.

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It is difficult to make an evaluation based solely on whether programming has been achieved. However, appropriate evaluation according to the achievement level leads to learners’ subjective programming learning, and to learning support that corresponds to individuals. Therefore, the quantitative evaluation of programming learning is as important as teaching and educational methods. Since programming education is being introduced to elementary and junior high schools, a programming evaluation method for this age is necessary. Therefore, this paper proposes a new concept of quantitatively evaluating the degree of achievement of tasks by programming. It assumes a unit in junior high school technology classes for learning measurement control, and uses teaching materials that have an autonomous cleaning robot as a theme. It is aimed at quantitatively evaluating the degree of accomplishment of a task by evaluating the extent to which the robot ran in a field, as seen in the room from a still picture taken multiple times.

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Harefa, Nelius, Marudut Sinaga, and Saronom Silaban. "Students perception and interest on chemistry: Learning evaluation integrated quizziz media." Jurnal Pendidikan Kimia 12, no. 3 (December 30, 2020): 143–50. http://dx.doi.org/10.24114/jpkim.v12i3.21163.

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Interest in learning is a passion or a great desire for something that is closely related to personality, motivation, expression and self-concept, identification, heredity, and external factors. Interest in learning affects the cognitive, affective, and psychomotor aspects of students. In this study, analyzed and interpreted student interest in learning through media-based learning Quizizz and students' perceptions of the media. Based on the analysis and interpretation of the data, indicators of student interest in the media Quizizz increased by 0.818 in the high category, indicators of student attention increased by 0.555 in the medium category, indicators of feelings of pleasure increased by 0.684 in the medium category, and indicators of student involvement increased by 0.599 in the medium category. Also, 76.32% of students thought that Quizizz media were very interesting, 50% thought that Quizizz media were easily applied, 86.84% thought that Quizizz media accommodate students to compete fairly, and 44.74% thought that Quizizz media were practically applied. Thus, students have a good perception of the Quizziz media accompanied by increased interest in learning.

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Subali, Bambang, Nindy Ulqia, Ellianawati Ellianawati, and Siswanto Siswanto. "Momentum Concept Learning Using Tracker as a Virtual Experiment Model: Looking at Students’ Learning Independence." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 10, no. 1 (April 30, 2021): 19–28. http://dx.doi.org/10.24042/jipfalbiruni.v10i1.7007.

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Visualization of physical phenomena through modeling and virtual experiment help students to understand the physics concepts. The concept of momentum is quite challenging to explain without the help of virtual experiments.This study aimed to analyze students' independent learning after conducting the learning process on the concept of momentum using Tracker software as a virtual experimental model. This study was quasi-experimentalwith the purposive sampling technique to determine the control class and the experimentalclass. There were 42 students involved in this research. The control class was treated by actual experiments on learning, while the experimental class used the Tracker software as a virtual experiment model. The instrument used was questionnaires given at the end of learningto measurestudents’ learning independence. The data were analyzed by using the descriptive statistics method. Learning independence in the control class obtained 51.31% in the medium category, and the experimental class obtained 60.95% in the medium category. Although the average achievement was not significantly different, the aspects of responsibility, motivation, and self-evaluation of the experimental classwere better than that of the control class.

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Pereira, Jerito, Yongxing Huang, Jihe Chen, Neni Hermita, and Maximus Tamur. "Learning the Concept of Absolute Value with Hawgent Dynamic Mathematics Software." Tarbawi : Jurnal Ilmu Pendidikan 16, no. 2 (December 31, 2020): 160–69. http://dx.doi.org/10.32939/tarbawi.v16i2.688.

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Understanding the concept is one aspect that is needed and must be owned by students in learning mathematics. This research aims to make learning media assisted by hawgent dynamic mathematics software on understanding the absolute value in grade 10 Senior high school to help teachers explain the concepts and assist students in finding and understanding the basic concepts of absolute value topic. The development model used in this research is ADDIE development model. ADDIE is an abridgment of Analyze, Design, Develop and Evaluation. Researchers the learning media Hawgent can help students to understand and find the concept of absolute value. Based on several aspects, clearly and attractively with an average of 78.9% in the excellent category. It is concluded that the development of learning media Hawgent dynamic mathematics software can be used on the subject of understanding the concept of absolute value and with the help of this software it can help teachers explain the concept of absolute value and the students are also very interested in this ICT-based learning media. This conclusion is related to the validation results of media experts and material experts, where the validation results from media experts on the use of learning media are in good categories.

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Ward, Linda D., Celestina Barbosa-Leiker, and Brian F. French. "Item and Structure Evaluation of the Genomic Nursing Concept Inventory." Journal of Nursing Measurement 26, no. 1 (May 2018): 163–75. http://dx.doi.org/10.1891/1061-3749.26.1.163.

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Background and Purpose:Genomic nursing education requires a genomic literacy assessment supported by evidence of reliability and validity. This study applied psychometric analyses to provide support for the Genomic Nursing Concept Inventory (GNCI).Methods:Over nine semesters, baccalaureate nursing students (N = 1,065) completed the GNCI on the first and last days of genomics instruction. Psychometric analyses assessed scale and item performance pre- and post-instruction.Results:Exploratory factor analysis supported scale unidimensionality and identified items with low pattern coefficients. Analyses supported test–retest and internal consistency reliability and criterion validity. Scale difficulty decreased by 28% from pre- to post-instruction. Underperforming items were identified for further inventory refinement.Conclusions:Findings support use of the GNCI to measure learning needs pre-instruction and learning gains post-instruction. Data also inform planned inventory revision.

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Porumb, Cosmin, Sanda Porumb, Bogdan Orza, and Aurel Vlaicu. "Blended Learning Concept and its Applications to Engineering Education." Advanced Engineering Forum 8-9 (June 2013): 55–64. http://dx.doi.org/10.4028/www.scientific.net/aef.8-9.55.

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The technical educational act means theory and practice, individual study, group-based projects or experimental work that involves equipment, simulation/emulation software packages and laboratory applications. In order to develop advanced e-learning tools and integrate them within online platforms for higher and postgraduate engineering education, new methodologies should be taken into consideration: project-and problem based learning, virtual laboratory (remote access to laboratory infrastructure and task evaluation) or remote assistance for diploma projects and mobility grants. This paper presents new blended learning concepts and approaches and the manner they can be adopted in engineering education, by using the symbiotic computing paradigms adapted to blended learning, especially blended learning gap and blended learning bridge.

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Kunpitak, Piyamart. "The Flipped Classroom in 21st Century Learning for Development of learning skills Algorithm Analysis of Basic Programming C Language." IJIE (Indonesian Journal of Informatics Education) 2, no. 2 (November 30, 2018): 77. http://dx.doi.org/10.20961/ijie.v2i2.24402.

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Learning management of flipped classroom is a learning style that brings technology to the flipped classroom. The concept is "Study at home - homework at school" to develop the 21st century education which is a new paradigm learning style considered as a basic technology education. Learning with advanced technology will improve the development of learning skills Algorithm analysis of basic programming C language Throughout the course. The students will be encouraged to create a learning conducive environment. The objectives of this study were 1) to evaluate the achievement of flipped classroom concept learning, 2) to evaluate students' satisfaction with the management of flipped classroom concept learning. The sample was 22 undergraduate students majoring in Computer Science. The statistics used for data analysis included mean, standard deviation for the comparison of teaching achievement. The results showed that the students' achievement through flipped classroom concept learning was higher, interpreted from the pre-test ( = 4.41, S.D. = 0.94) and the post-test ( =6.64, S.D. = 1.16). It can be said that the students' achievement grades after learning were obviously more higher than the pre-test. The evaluation of students' satisfaction on learning and teaching activities based on the concepts of flipped classroom was overall at a high level ( = 4.47, S.D. = 0.39).

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Lestari, Hidayah, Syahrial Ayub, and Hikmawati Hikmawati. "Penerapan Model Pembelajaran Sains Teknologi Masyarakat (STM) untuk Meningkatkan Hasil Belajar Fisika Siswa Kelas VIII SMPN 3 Mataram." Jurnal Pendidikan Fisika dan Teknologi 2, no. 3 (April 22, 2017): 111. http://dx.doi.org/10.29303/jpft.v2i3.297.

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This research is a classroom action research (CAR) which aims to improve learning outcomes physics class VIII SMPN 3 Mataram. The sample used in this research is class VIII 3 totaling 30 people, by applying science technology society learning model. Action research consists of four stages: planning, implementation, observation and evaluation, and reflection, while the implementation science technology society learning model is done through the five stages of the preliminary stage, the formation of the concept, application of concepts, strengthening the concept and assessment. This study is successful if students achieve learning outcomes classical completeness 85% with the value of each student reach ≥ 75. Based on the evaluation of the obtained value of the average grade in the first cycle of 78.01 with 71.43% classical completeness. In the second cycle learning outcomes of students has increased, with an average grade of 86.02 and classical completeness amounted to 85.7%. Based on the results of this study concluded that by applying science technology society learning model can improve learning outcomes physics class VIII SMPN 3 Mataram according to the five stages above.

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Prawiyogi, Anggy Giri, Qurotul Aini, Nuke Puji Lestari Santoso, Ninda Lutfiani, and Hega Lutfilah Juniar Juniar. "Blockchain Education Concept 4.0: Student-Centered iLearning Blockchain Framework." JTP - Jurnal Teknologi Pendidikan 23, no. 2 (August 28, 2021): 129–45. http://dx.doi.org/10.21009/jtp.v23i2.20978.

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Technological developments encourage digitization in the learning process. Inversely proportional to the results of competency evaluation which are still centralized. Cause competitiveness and competence of students that are not measured quantitatively. The application of micro-teaching can be an option in solving existing problems. Combining gamification and blockchain makes the learning process more enjoyable with game techniques, where activities such as learning, lecture assignments, and assessments are documented transparently and have reliable security. This student-centered learning process is called GamiChain (Gamification Blockchain). This blockchain gamification-based learning application is also an important activity that can be a brilliant breakthrough in education. This application aims to encourage the student creativity ecosystem, to make students have a more competitive spirit to compete with maximum capabilities. And can display learning outcomes in the form of certificates that are accurate in authenticity and can be used in the industrial world. GamiChain can form an official standard of learning by documenting lectures permanently, transparently, and distributed formally and informally into the Blockchain network with the help of smart contracts. The Gamification method in education is used in this research. Results Evaluation of blockchain application in education through GamiChain (Gamification Blockchain) can benefit universities to create official certifications and increase confidence in student scores transparently and sustainably that they can control.

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Kinchin, Ian M., Aet Möllits, and Priit Reiska. "Uncovering Types of Knowledge in Concept Maps." Education Sciences 9, no. 2 (June 13, 2019): 131. http://dx.doi.org/10.3390/educsci9020131.

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Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included.

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Asiah, Asiah. "Penggunaan Pendekatan Keterampilan Proses Untuk Meningkatkan Pemahaman Siswa Tentang Konsep Energi Bunyi Di Kelas Vi Sd Negeri 110 Pompanua Kabupaten Bone." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 2 (May 9, 2019): 108. http://dx.doi.org/10.26858/jkp.v3i2.9105.

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The problems in this study are as follows: whether learning process approaches can improve students' understanding of the concept of sound energy in Class VI SD Negeri 110 Pompanua Kab. Bone. Sources of data in this study are research personnel consisting of students and teachers. The types of data obtained are quantitative and qualitative data consisting of learning outcomes tests, observations, evaluations, reflections and interview results. The results of the study show that there is an increase which means both the activities of teachers and students during the learning process and the results of learning to understand the concept of sound energy. This increase can be seen in each cycle of cycles. Cycle one level of student mastery is sufficient (C), cycle two levels of mastery of good students (B). From the results of the research and discussion, it was concluded that learning using a process skills approach that could improve students' understanding of sound energy concept teaching in 110 Public Schools in Pompanua was as follows: (a) Observing, (b) Classifying / calcifying, (c) Interpreting, (d) Planning research, (e) Predicting, and (f) Applying, (g) Communicating, and (h) Evaluation. The Researcher's suggestion is for elementary school teachers to use the process skills approach as one of the alternatives to improve the understanding of concepts in sound energy learning in elementary schools.

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Dinar Nur Syifa, Khaerudin, and Mulyadi. "Pengembangan Learning Materials untuk E-learning Mata Kuliah Metodologi Penelitian." Jurnal Pembelajaran Inovatif 4, no. 1 (February 1, 2021): 82–90. http://dx.doi.org/10.21009/jpi.041.11.

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This development aims to produce a product in the form of learning materials for e-learning of Educational Research Methodology Course. The developed learning materials refer to the needs of the course and semester learning design that has been developed for the course, to facilitate learner in making more flexible and directed learning process. Development is carried out by Integrative Learning Design Framework Model with its three steps, they are, exploration information, enactment, and evaluation. The learning materials have gone through evaluation phase involving media experts, subject matter expert, instructional design expert, and users. Evaluation was carried out using open questionnaires to obtain descriptive data in the form of suggestions and input for product improvement. The follow up of the evaluation phase is some revisions of the product which include: color an text readability of the entire course site, changes in material display mode, formulation of learning objectives, concept map somponents, and learning object components.

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Endang, Ujang, Husni Husni, and Yosep Farhan Dafik Sahal. "Evaluasi Pembelajaran Berbasis Outcomes di Pendidikan Tinggi Islam: Suatu Kajian Konseptual." Jurnal Penelitian Pendidikan Islam 8, no. 1 (June 21, 2020): 81. http://dx.doi.org/10.36667/jppi.v8i1.435.

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This article attempts to explore the concept of outcomes-based evaluation and then offers it as one of the evaluation models in Islamic higher education. By using the literature review method, this study successfully traced the outcomes-based evaluation concept, which is thought to be more suitable for use in Islamic higher education institutions. One of the characteristics of learning outcomes in Islamic higher education institutions is the use of abstract terms such as understanding, understanding, living, believing, realizing, and believing. These terms are often used when lecturers conduct assessments and evaluations on several variables that are not easily measured, such as religiosity, faith, morals, character, personality, and integrity. Statistically, these variables can still be measured, but the measurement instruments used must meet two conditions, namely valid and reliable. However, the current higher education system demands a measurable evaluation system, so that even though outcomes-based learning evaluation models become quite troublesome, Islamic higher education is still required to introduce and use them.

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Mameli, Matteo, and Patrick Bateson. "An evaluation of the concept of innateness." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1563 (February 12, 2011): 436–43. http://dx.doi.org/10.1098/rstb.2010.0174.

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The concept of innateness is often used in explanations and classifications of biological and cognitive traits. But does this concept have a legitimate role to play in contemporary scientific discourse? Empirical studies and theoretical developments have revealed that simple and intuitively appealing ways of classifying traits (e.g. genetically specified versus owing to the environment) are inadequate. They have also revealed a variety of scientifically interesting ways of classifying traits each of which captures some aspect of the innate/non-innate distinction. These include things such as whether a trait is canalized, whether it has a history of natural selection, whether it developed without learning or without a specific set of environmental triggers, whether it is causally correlated with the action of certain specific genes, etc. We offer an analogy: the term ‘jade’ was once thought to refer to a single natural kind; it was then discovered that it refers to two different chemical compounds, jadeite and nephrite. In the same way, we argue, researchers should recognize that ‘innateness’ refers not to a single natural kind but to a set of (possibly related) natural kinds. When this happens, it will be easier to progress in the field of biological and cognitive sciences.

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Pramukantoro, Eko Sakti, and Widhi Yahya. "Belajardisini : The E-learning Framework Based on Gamification Concept." Journal of Information Technology and Computer Science 1, no. 1 (April 14, 2016): 38. http://dx.doi.org/10.25126/jitecs.2016116.

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Abstract. The lack of motivation and student engagement in the learning process are the Challenges in education today. E-learning is one of the methods used to resolve these issues.The E-learning, the digital based learning media, enable students to study every where and every time. Basically the e-learning is only used for repository of teaching materials and for evaluation. This kind of e-learning cannot motivate the learning process. The development of e-learning must be done in order to increase the motivation to learn. The proposed solution extends the e-learning application with the Gamification approach. Gamification is adopted mechanism of the game in non game context. Typically, gamification is used in the business world. The Leaderboard, Challenges, and reward are components that are used to stimulate products sales by marketing. The reward will be given to the top rank salesman on the Leaderboard. This interesting concept can be applied to e-learning to stimulate the learning motivation

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Sailer, Christian, Peter Kiefer, Joram Schito, and Martin Raubal. "Map-based Visual Analytics of Moving Learners." International Journal of Mobile Human Computer Interaction 8, no. 4 (October 2016): 1–28. http://dx.doi.org/10.4018/ijmhci.2016100101.

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Location-based mobile learning (LBML) is a type of mobile learning in which the learning content is related to the location of the learner. The evaluation of LBML concepts and technologies is typically performed using methods known from classical usability engineering, such as questionnaires or interviews. In this paper, the authors argue for applying visual analytics to spatial and spatio-temporal visualizations of learners' trajectories for evaluating LBML. Visual analytics supports the detection and interpretation of spatio-temporal patterns and irregularities in both, single learners' as well as multiple learners' trajectories, thus revealing learners' typical behavior patterns and potential problems with the LBML software, hardware, the didactical concept, or the spatial and temporal embedding of the content.

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Van Zele, Els, Pieter Vandaele, Dick Botteldooren, and Josephina Lenaerts. "Implementation and Evaluation of a Course Concept Based on Reusable Learning Objects." Journal of Educational Computing Research 28, no. 4 (June 2003): 355–72. http://dx.doi.org/10.2190/pytn-htg8-umbd-3t6c.

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Zhu, Yimin, Rui Zhang, and Irtishad Ahmad. "Applying Concept Similarity to the Evaluation of Common Understanding in Multidisciplinary Learning." Journal of Computing in Civil Engineering 24, no. 4 (July 2010): 335–44. http://dx.doi.org/10.1061/(asce)cp.1943-5487.0000035.

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Rai, Manish, and Rekha Pandit. "A Review of Classification and Novel Class Detection Technique of Data Streams." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 3, no. 2 (October 30, 2012): 314–16. http://dx.doi.org/10.24297/ijct.v3i2c.2891.

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Stream data classification suffered from a problem of infinite length, concept evaluation, feature evaluation and data drift. Data stream labeling is more challenging than label static data because of several unique properties of data streams. Data streams are suppose to have infinite length, which makes it difficult to store and use all the historical data for training. Earlier multi-pass machine learning technique is not directly applied to data streams. Data streams discover concept-drift, which occurs when the discontinue concept of the data changes over time. In order to address concept drift, a classification model must endlessly adapt itself to the most recent concept. Various authors reduce these problem using machine learning approach and feature optimization technique. In this paper we present various method for reducing such problem occurred in stream data classification. Here we also discuss a machine learning technique for feature evaluation process for generation of novel class.

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Ramdhani, Sandi. "PENGEMBANGAN MEDIA PEMBELAJARAN KONSEP LUAS BIDANG DATAR BERBASIS PERANGKAT LUNAK GEOGEBRA." JES-MAT (Jurnal Edukasi dan Sains Matematika) 3, no. 2 (October 4, 2017): 95. http://dx.doi.org/10.25134/jes-mat.v3i2.684.

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Abstract�This study aims to produce GeoGebra-based learning media of plane area concept that is valid, practical, and has good potential effects. This research use development research method or development research of formative research type which is simplified. Learning media development procedure in this research consists of 3 stages: 1) self evaluation, 2) prototyping (validation, evaluation and revision), 3) Field test. The results of research can be explained that: 1) the development of GeoGebra-based learning media of plane area concept in MTs Kab. Bandung valid based on contents, language, and conformity of context used and practical based on ease of use of students, 2) trials result of development of GeoGebra-based learning media of plane area concept given in MTs Kab. Bandung has a potential effect, namely: students love to learn with computer media, students love to learn with GeoGebra software, GeoGebra-based learning media of plane area concept helps students understand the area concept, learning media of area rectangular is most helpful to students understand the area concept.Keywords: learning media, GeoGebra, area, plane

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Nuraeni, Reni, and Irawan Irawan. "IMPLEMENTATION OF SCIENTIFIC INTEGRATION CONCEPT MONITORING AND EVALUATION ON THE PESANTREN LEARNING CURRICULUM." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 5, no. 2 (August 13, 2021): 86–95. http://dx.doi.org/10.33650/al-tanzim.v5i2.2186.

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This study aims to determine the results of monitoring and evaluation of the implementation of curriculum integration carried out by an Islamic educational institution in Islamic boarding schools. The research was conducted at the Baitul Fikri Arcamanik Modern Islamic Boarding School in Bandung. The study uses a qualitative approach with the CIPO evaluation technique developed through observation and data collection with documentary data and structured interviews with rating-scale techniques. The results showed that the percentage value of the application of the concept of integration was in line with the results obtained with students' summative evaluation value data. The data on the application of the lowest integration concept is in Mathematics with a percentage of 55%, and the average summative value of students is 73, while the highest data on the application of the concept of integration is in PJOK subjects with a percentage of 77% and the average summative score of 81 students.

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Astalini, Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, Lika Anggraini, and Rahmat Perdana. "E-Assessment on Student's Self-Concept for Physics Learning." Jurnal Ilmu Pendidikan 25, no. 2 (May 27, 2020): 73. http://dx.doi.org/10.17977/um048v25i2p73-81.

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This study aims to apply students' self-concept E-assessment to SESKA-based physics. Student self-concept E-assessment in this study aims to see students 'self-concept of physics and how the teacher responds to the development of students' self-concept E-assessment with SESKA systems. The method implemented in this research has three stages, namely: (1) Development, (2) Implementation, & (Evaluation). This research was carried out on 450 students and 15 teachers in the Jambi Province of Indonesia. The results of this study indicate students' self-concept of physics is classified as good 47.1% (212 students), and the teacher's response is classified as positive, with 66.7% (10 teachers). Therefore, SESKA-based E-Assessments receives a good response and needs to be developed on a large scale.

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Putra, Febrianto, Ika Yunita Nur Kholifah, Bambang Subali, and Ani Rusilowati. "5E-Learning Cycle Strategy: Increasing Conceptual Understanding and Learning Motivation." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 7, no. 2 (October 28, 2018): 171. http://dx.doi.org/10.24042/jipfalbiruni.v7i2.2898.

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5E learning cycle strategy was students center oriented learning model. The learning process becomes more meaningful, which are prioritized authentic experience of students, made students become actively participating, able to critical thinking skills and creatively. The phases of the learning cycle 5E consist of engagement, exploration, explanation, elaboration, and evaluation. The purpose of the research was increased learning motivation and conceptual understanding improved by discovery learning due to the 5E learning cycle strategy. The research was conducted at SMA Teuku Umar Semarang. The research has used a qualitative approach. The type of research is classroom action research (CAR). The data analysis technique used a percentage of the learning motivation and the students' understanding concept. The percentage applied discovery learning by both of the first CAR cycle is 78% and the second CAR cycle is 92%. The conceptual understanding was shown better in the second CAR cycle. The effectiveness discovery learning can be interpreted from the normalized gain. The score of the normalized gain is 0.52. The category of the normalized gain is a medium gain. Students' motivation was increased by both the first cycle is 62% and the second cycle is 82%. Based on the decision of the research, it can be concluded that the 5E learning cycle process can influence increased students learning motivation and students understanding the concept not only heat concept but also heat transfer concept.

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Putri, Dini Palupi. "MODEL PEMBELAJARAN CONCEPT ATTAINMENT DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA." Jurnal Tatsqif 15, no. 1 (June 29, 2017): 97–130. http://dx.doi.org/10.20414/j-tatsqif.v15i1.1319.

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This study originated from the lack of student mastery of the math concepts and math materials often mistakenly understood by students. The purpose of this study was to determine how far an increase understanding of Mathematics Concepts fifth grade students of SD Negeri 05 South Curup after applied learning model Concept Attainment. This type of research is a classroom action research that consisted of 3 cycles, each cycle consisting of four stages namely planning, action, observation and reflection. The technique of collecting data through observation and evaluation tests. Data analysis techniques through test data pengelolahan classical completeness learning outcomes, pengelolahan learning outcomes data, and test data processing observation. The results of observations of the activities of teachers and students has increased from cycle to cycle, namely from the category enough in the first cycle, the category enough in the second cycle, and both categories at the third cycle. The results of the study test understanding of the concept in the first cycle, the second cycle and the third cycle in a row shows the classical learning completeness students 61.11%, 70.08% and 83.04%. Improved results of tests and observation sheet understanding of the concept of the first cycle to the third cycle, it can be concluded that the application of the Conce pt Attainment can improve the understanding of mathematical concepts fifth grade students in mathematics.

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Ayodeji, Aladesusi Gboyega, Adegbokan Oluwatosin NIfemi, Onasanya Samuel A., and Onasanya Temitayo Omolara. "Development and Evaluation of Lessoncast in Learning Selected Basic Technology Concept in Ilorin Metropolis." Indonesian Journal of Educational Research and Technology 2, no. 1 (January 4, 2022): 21–36. http://dx.doi.org/10.17509/ijert.v2i1.36267.

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This study determined the development and evaluation of Lessoncast in learning selected Basic Technology concept in Ilorin Metropolis. The study adopted a design and development model type. The population for this study was 5 educational technology experts, 5 computer science experts and 5 basic technology teachers were randomly selected to participate in the study. Two research instrument were used in this study; a developed lessoncast on basic technology; an experts rating questionnaire for the selected experts. Percentage and mean were used to answer the research questions. The findings indicated that Lessoncast in upper basic technology can be successfully developed for teaching upper basic technology. Educational technology experts agreed that developed lesson cast satisfied the required expectation. This study concluded that the visual aids or materials such as lesson cast work as a powerful tool in the classroom and can be used to enhance the teaching of basic technology in Nigeria. The implication is that if Lessoncast is properly integrated into teaching and learning, it will concretize the teaching and learning of basic technology concept. Therefore, the study recommended that schools should make resources such as the Internet and computers available to basic technology teachers so as to design and develop appropriate classroom learning and teaching materials that would help to explain concepts in basic technology better.

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Yowe, Samson Cornelius Gele, I. Gede Santi Astawa, I. Ketut Gede Suhartana, I. Wayan Santiyasa, Ida Bagus Gede Dwidasmara, and I. Gede Arta Wibawa. "Semantics-Based Learning Media System Web Basic Mathematics Junior High School." JELIKU (Jurnal Elektronik Ilmu Komputer Udayana) 11, no. 1 (July 20, 2022): 195. http://dx.doi.org/10.24843/jlk.2022.v11.i01.p21.

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Mathematics is a very important science because it is related to human life. Therefore, mastery of mathematics is absolutely necessary and mathematical concepts must be understood correctly. In Indonesia, students' ability to understand mathematics is still relatively low. From this, understanding of mathematical concepts needs to be improved again so that students clearly understand mathematical concepts. In order to improve understanding of mathematical concepts, various efforts were made. One of the efforts carried out by the author is a semantic web-based learning media system using concept maps in basic mathematical ontologies. This system will use ontology to build a system that will represent a mathematical concept as a domain of knowledge explicitly about other concepts related to previous concepts by giving meaning, properties, and relations so as to form a knowledge base. In this research, the writer uses methodological method to build the basic mathematical ontology and the system development will be done by prototyping method. The system built has 2 features, namely exploration and semantic search, with the aim that the existing knowledge in the system can be accessed systematically and according to user needs. To ensure that the system built can run as expected, system testing with black box testing has shown which features in the program run according to their functions and ontology evaluation using OntoQA on Schema Metrics carried out by measuring Relationship Richness (RR), Attribute Richness (AR), and Inheritance Richness (IR). In the evaluation of this ontology, it shows that the Relationship Richness (RR) value is 0.06; Attribute Richness (AR) value is 0.5; and the value of Inheritance Richness (IR) is 14.5.

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Karagiannis, Stylianos, Emmanouil Magkos, George Chalavazis, and Maria Nefeli Nikiforos. "Analysis and Evaluation of Capture the Flag Challenges in Secure Mobile Application Development." International Journal on Integrating Technology in Education 11, no. 2 (June 30, 2022): 19–35. http://dx.doi.org/10.5121/ijite.2022.11202.

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Capture the Flag (CTF) challenges are frequently used as cybersecurity learning environments to engage students in cybersecurity education activities and learning, focusing on technical concepts. CTF challenges cover various learning topics. However, they do not always maintain a clear learning outcome. In this paper, we present a systematic approach to study and evaluate CTF challenges, then apply the evaluation methodology in two CTF challenges that relate to the development of secure mobile applications. For this proof of concept, we used the National Initiative for Cybersecurity Education (NICE) which is a cybersecurity educational framework published by the National Institute of Standards and Technology (NIST). Additional information was used for the evaluation process which included threat, vulnerability, and weakness taxonomies proposed by Open Web Application Security Project® (OWASP) and Mitre Corporation (MITRE). The evaluation methodology could be used to assess and determine the learning outcomes of other existing or upcoming CTF challenges, including though not limited to secure mobile application development.

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