EAI Endorsed Transactions on e-Learning 11(1): e5

Research Article

An e-tool for undergraduate surveying education: design and evaluation

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  • @ARTICLE{10.4108/icst.trans.eeel.2011.e5,
        author={Hazar Dib and Nicoletta Adamo-Villani},
        title={An e-tool for undergraduate surveying education: design and evaluation},
        journal={EAI Endorsed Transactions on e-Learning},
        volume={11},
        number={1},
        publisher={ICST},
        journal_a={EL},
        year={2011},
        month={9},
        keywords={e-assessment, e-content management and development, games, surveying, technological issues in education, virtual universities},
        doi={10.4108/icst.trans.eeel.2011.e5}
    }
    
  • Hazar Dib
    Nicoletta Adamo-Villani
    Year: 2011
    An e-tool for undergraduate surveying education: design and evaluation
    EL
    ICST
    DOI: 10.4108/icst.trans.eeel.2011.e5
Hazar Dib1,*, Nicoletta Adamo-Villani1
  • 1: Computer Graphics Technology, Purdue University, West Lafayette, Indiana, USA
*Contact email: hdib@purdue.edu

Abstract

We describe an innovative e-tool for Surveying Education, report the results of a pilot study with a group of undergraduate students, and discuss lessons learned and future work. The e-tool consists of two parts: a student’s component and an instructor’s component. The students’ component is a 2D Virtual Learning Environment that can be used by students to review surveying concepts and practices and get feedback on their understanding of the subject. The instructor’s component is a summative assessment tool that measures the individual student’s cognitive and practical abilities with accuracy. Results of the pilot study show that students perceived the application as easy to use, useful for reviewing class content, and effective at providing immediate and accurate feedback on their performance. A comparison between the grades obtained by manually grading the field exercise and the grades generated by the e-tool showed a significant disagreement between the two sets of data, with the electronically generated grades being much lower. The study revealed the limitations of the current tool due to its dimensionality (i.e. 2D) and suggested the need for a more realistic 3D learning environment.