Vasileios Terzis

The effect of emotional feedback on behavioral intention to use computer based assessment

This study introduces emotional feedback as a construct in an acceptance model. It explores the effect of emotional feedback on behavioral intention to use Computer Based Assessment (CBA). A female Embodied Conversational Agent (ECA) with empathetic encouragement behavior was displayed as emotional feedback. More specifically, this research aims at investigating the effect of Emotional Feedback on Behavioral Intention to Use a CBA system, Perceived Playfulness, Perceived Usefulness, Perceived Ease of Use, Content and Facilitating Conditions. An appropriate survey questionnaire was completed by 134 students. Results demonstrate that Emotional Feedback has a direct effect on Behavioral Intention to Use a CBA system and on other crucial determinants of Behavioral Intention. Finally, the proposed acceptance model for computer based assessment extended with the Emotional Feedback variable explains approximately 52% of the variance of Behavioral Intention.

Continuance acceptance of computer based assessment through the integration of user's expectations and perceptions

The Information Systems (IS) community has put considerable effort on identifying constructs that may explain the initial/continuance use of computer based learning or assessment systems. This study is a further step toward IS continuance acceptance delivered in Computer Based Assessment (CBA) context. Specifically, it aims at the exploration of continuance acceptance in CBA context and the development of a new approach for continuance use. This approach is applied by measuring users expectations before the interaction with the system and users perceptions after the interaction. The sign (?) and the intensity of the difference between pre and post measures is actually the strength that drives users to continuance intention to use. Through these measurements it is possible to estimate students level of confirmation for each essential determinant of CBA continuance acceptance. Results underline Confirmed Ease of Use and Confirmed Playfulness as the direct determinants of continuance acceptance. Through Confirmed Playfulness important determinants, such as Confirmed Usefulness and Confirmed Content influence Continuance Behavioral Intention. Confirmed Facilitating Conditions and Confirmed Goal determine Confirmed Ease of Use and Confirmed Usefulness respectively. Important implications of these results are discussed. Highlights? A new approach is proposed for continuance use in Computer Based Assessment (CBA). ? The difference between pre and post measures used to explain continuance intention. ? Pre and post measures estimate students level of confirmation for each determinant. ? Confirmed Ease of Use and Confirmed Playfulness define CBAs continuance acceptance.

How student's personality traits affect Computer Based Assessment Acceptance: Integrating BFI with CBAAM

Researchers in the Information Systems (IS) field have put considerable effort on identifying how personality affects technology acceptance. This study is a further step towards this direction within the context of Computer Based Assessment (CBA). Particularly, it investigates how the five personality factors affect the most important variables regarding CBAs acceptance. For this purpose, 117 participants were required to complete a survey questionnaire. The questionnaire included the Big Five Inventory (BFI) questions in order to measure the five personality traits, and 23 items regarding students perceptions. Partial Least Squares (PLS) was used to test the measurement and the structural model. Results underline that Neuroticism has significant negative effect on Perceived Usefulness and on Goal Expectancy, Agreeableness determines Social Influence and Perceived Ease of Use, Conscientiousness defines Perceived Ease of Use, while Extroversion and Openness explain Perceived Importance. Important implications of these results are discussed.

Measuring instant emotions based on facial expressions during computer-based assessment

Emotions are very important during learning and assessment procedures. However, measuring emotions is a very demanding task. Several tools have been developed and used for this purpose. In this paper, the efficiency of the FaceReader during a computer-based assessment (CBA) was evaluated. Instant measurements of the FaceReader were compared with the researchers’ estimations regarding students’ emotions. The observations took place in a properly designed room in real time. Statistical analysis showed that there are some differences between FaceReader’s and researchers’ estimations regarding Disgusted and Angry emotions. Results showed that FaceReader is capable of measuring emotions with an efficacy of over 87% during a CBA and that it could be successfully integrated into a computer-aided learning system for the purpose of emotion recognition. Moreover, this study provides useful results for the emotional states of students during CBA and learning procedures. This is actually the first time that student’s instant emotions were measured during a CBA, based on their facial expressions. Results showed that most of the time students were experiencing Neutral, Angry, and Sad emotions. Furthermore, gender analysis highlights differences between genders’ instant emotions.

Temporal learning analytics for computer based testing

Predicting students performance is a challenging, yet complicated task for institutions, instructors and learners. Accurate predictions of performance could lead to improved learning outcomes and increased goal achievement. In this paper we explore the predictive capabilities of students time-spent on answering (in-)correctly each question of a multiple-choice assessment quiz, along with students final quiz-score, in the context of computer-based testing. We also explore the correlation between the time-spent factor (as defined here) and goal-expectancy. We present a case study and investigate the value of using this parameter as a learning analytics factor for improving prediction of performance during computer-based testing. Our initial results are encouraging and indicate that the temporal dimension of learning analytics should be further explored.

The impact of audio-visual stimulation on alpha brain oscillations: An EEG study

Many studies investigated the brain responses as a reaction in auditory or visual stimuli separately. However a few studies have been published so far investigating the interactions of the two aforementioned stimuli. The current study comes to examine the impact of the audio-visual stimulation with binaural beats and flickering light in four different colors on low and upper alpha oscillations. For this purpose electroencephalogram (EEG) was adopted and Event Related Desynchronization/Event Related Synchronization (ERD/ERS) has been used as an index in order to investigate the alpha brain responses. Statistically significant results suggest that the combination of audio-visual stimuli with binaural beats and flickering light color at 8 and 10 Hz respectively can evoke significant Following Frequency Response (FFR) of the low and upper alpha oscillations.

E-certification: financial analysis and European Computer Driving Licence (ECDL) Hellas case

The difficult economic situation demands very careful investments plans in education. This paper presents a financial analysis of the e-certification branch. It uses financial ratios in order to measure the liquidity, the activity, the debt and the profitability of the enterprises in the branch. Then it applies these ratios to a case study regarding European Computer Driving Licence (ECDL) Hellas. Moreover, it performs a feasibility analysis for a new entrant in the e-certification market. Using cost-benefit analysis the paper measures the benefit-cost ratio, the payback period, the net present value (NPV), the internal rate of return (IRR) and the break-even point for a new investment in the e-certification branch. Finally, it concludes regarding the present and the future of the e-certification branch in Greece. This paper can be helpful in other business cases in education.

Using EEG Frontal Asymmetry to Predict IT User’s Perceptions Regarding Usefulness, Ease of Use and Playfulness

Information systems (IS) community is increasingly interested in employing neuroscience tools and methods in order to develop new theories concerning Human–computer interaction (HCI) and further understand IS acceptance models. The new field of NeuroIS has been introduced to address these issues. NeuroIS researchers have proposed encephalography (EEG), among other neuroscience instruments, as a valuable usability metric, when used effectively in appropriately designed experiments. Moreover, numerous researchers have suggested that EEG frontal asymmetry may serve as an important metric of user experience. Based on the aforementioned evidence, this study aims to integrate frontal asymmetry with Technology acceptance model (TAM). Particularly, we assumed that frontal asymmetry might predict users’ perceptions regarding Usefulness and Ease of Use. Furthermore, we hypothesized that frontal asymmetry might also affect (influence) users’ Perceived Playfulness. Specifically, 82 (43 females and 39 males) undergraduate students were chosen to use a Computer-Based Assessment (while being connected to the EEG) in the context of an introductory informatics course. Results confirmed our hypothesis as well as points of theory about Information technology (IT) acceptance variables. This is one of the first studies to suggest that frontal asymmetry could serve as a valuable tool for examining IT acceptance constructs and better understanding HCI.

Financial analysis for professional test centres in Greece

E-learning and e-certification are two educational activities that changed the way of studying worldwide. Particularly, information technology skills are certified through computer based tests (CBT) in specific professional test centres (PTCs). This paper presents a financial analysis of the PTC branch. Moreover, it examines the feasibility of a case study investment in this market. The proposed valuation framework explores the correlation between cost effectiveness and the quality of e-learning and e-certification. It is a useful tool that can be used in any case of e-learning or e-certification.

Affective learning: Empathetic embodied conversational agents to modulate brain oscillations

Integrating emotional feedback to educational systems has become one of the main concerns of the affective learning research community. This paper provides evidence that Embodied Conversational Agents (ECAs) could be effectively used as emotional feedback to improve brainwave activity towards learning. Further research, integrating ECAs into tutoring systems is essential to confirm these results.