Researches Supported By The Center

Researcher: Ahmed Azmy, Aasem Alabdullatief, Abdulrahman Altassan, Hala Mokhtar

Study Title: A Web-Based Assessment and Evaluation System for Architectural Design Studio Modules

Scientific Journal: International Journal of Teacher Education and Professional Development (IJTEPD) 2024

Study Abstract:

Architectural design studio modules are known to be difficult to teach and/or assess. To acquire design skills, typically, students have several design modules during their program and several projects for each module. However, traditional project assessment and evaluation lacks consistency, objectivity and fairness. Furthermore, monitoring student progress over the different projects and over the different modules and different semesters is very difficult and needs much time and effort. This work presents a web-based system developed to support fair rubrics-based assessment and evaluation of design projects and to provide in-depth analysis of students' results. It also links between the results over the different projects and the different modules and provides feedback about students' skills and weaknesses in a simple form thus allowing progressive learning. The system has been tested and evaluated and the results show its simplicity, reliability and effectiveness

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Researcher: Omar Altwijri, Elham Alsadoon, Ahmad Abdul-Wahhab Shahba, Walid Soufan, Saud Alkathiri

Study Title: The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom

Scientific Journal: Sustainability 2022

Study Abstract:

Enhancing faculty performance and student interaction during the lecture is essential to achieve sustainable learning development. The current study aims to evaluate the effect of using “Student response systems (SRS)” on faculty performance and student interaction in the classroom. The faculty members at King Saud University were encouraged to join a university-scale educational project that involve utilizing SRSs within their classes. From Fall 2016 to Fall 2019, a total of 371 faculty members and 19,746 students were enrolled in the current study. By the end of each semester, faculty and student satisfaction surveys were distributed to evaluate their perceptions of using SRS in the class. The faculty members’ and students’ response rates were 75.7% and 38.1%, respectively, and represented 18 different colleges from different disciplines within the university. Furthermore, the study covered a wide range of study levels for bachelor’s degrees ranging from levels 1–10. The study demographics showed that 60% of the total participating faculty members and 64% of students were females. Interestingly, the majority of participating faculty members (40%) and students (44%) belong to health colleges. Among the most beneficial effects of using SRSs, is that it increased the interaction, focus, and participation of students in the lecture and stimulated their desire to attend and prepare for the lecture. It also helped the faculty members to improve their teaching strategies and enabled them to know the weaknesses or strengths of students, which in turn led to the improvement of the entire educational process.

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Researcher: Dr.Amal A. Alabrahem

Study Title: Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

Scientific Journal: (European Journal of Educational Research, Volume 8, Issue 1, 325 - 336. , (2019

Study Abstract:

Abstract: This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.

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Researcher: Dr.Samia B. Abdelati - Salwa A. Humsani

Study Title: Effectiveness of Using Meta-memory Strategies to Improve Memory and Academic Achievement and Reduce Test- Anxiety in personality Theories Course among Female Students at KSU College of Education.

Scientific Journal: Journal of Arab Studies in Education and Psychology, Issue 97, May 2018.

Study Abstract:

This study investigates effectiveness of using meta-memory strategies to improve memory and academic achievement and reduce level of test- anxiety in personality theories course. An experimental sample was used, consisted of (36) female students at college of education in King Saud University in Riyadh, who studied the intended course during 2016/ 2017, second semester. The sample contained of two homogenous groups: 1) experimental group: was (14) students, whose ages ranged from (20- 24) yr. (M= 21.21, SD= 1.42), 2) control group: was (22) students, whose ages ranged from (20- 32) yr. (M= 22.14, SD= 2.53), as there was a new suggested teaching plan, contained practicing on activities and tasks of meta-memory strategies, the course 2 was taught to the experimental group according to it. Pre and post measures of variables were performed. Results showed effectiveness of the suggested plan to improve memory and achievement without test anxiety. The study lead to some various practical applications in psychology and education.

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Researcher: Dr. Ahmed Azme

Study Title: A Project-Based Framework for Teaching and Assessment of Design Modules

Scientific Journal: International Journal of Engineering Education (IJEE), Volume 33, 2017

Study Abstract:

In this paper, we propose a project-based framework to help teaching and assessment of Architectural design modules in an informative and fair way. The framework is based upon criteria-based assessment and uses rubrics to guide the assessment process. Using this framework, the students can fully understand the evaluation criteria by practicing peer-to-peer evaluation, and instructors can have useful feedback about weaknesses of their students and/or their teaching methodologies. By mapping students’ results into required students’ skills, monitoring of students over several levels of study becomes possible; this supports efficient progressive learning. The proposed approach has been evaluated by using it to assess A group of thirty students in design-1 module; then their results were compared to another group of thirty assessed heuristically without it. The initial evaluation of the approach shows its effectiveness

Researcher: Dr. Hend S. kalefa

Study Title: Tadawl: An Educational Platform for Gamifying Startup Investment

Scientific Journal: In Proceedings of the 22st Annual Conference on Information Technology Education (pp. 147-150)

Study Abstract:

Gamification, or the use of game mechanics in non-game applications, allows students to learn by doing. In this paper we present our experience in implementing a gamification platform in our entrepreneurship course to encourage students on investing in their peers' projects and provide them with feedback. The platform involved the interaction of 106 undergraduate female students during a semester long entrepreneurship course. We also report the results obtained after using the platform in terms of students' feedback and final remarks.

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