Maria Cutumisu
McGill University, Educational and Counselling Psychology, Faculty Member
- University of Alberta, Computing Science, Adjunctadd
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It is possible that individuals do not endorse a general mindset or theory of intelligence and that their mindset is specific to particular domains. There is currently a dearth of evidence to suppo...
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Computational thinking (CT) is one of the most important competencies of the 21 st century. However, there are very few CT assessments in the literature and even fewer are validated empirically. Also, it is not known yet how pre-service... more
Computational thinking (CT) is one of the most important competencies of the 21 st century. However, there are very few CT assessments in the literature and even fewer are validated empirically. Also, it is not known yet how pre-service teachers’ CT skills relate to their confidence and gender, as research indicates the importance of role-models in peaking students’ interest in coding skills and retaining them in Science, Technology, Engineering, and Mathematics careers. This research aims to assess whether there are any gender differences in 21 st -century CT skills and confidence of pre-service teachers in an introductory educational technology course at a large university in Western Canada. At the beginning of the course, n = 94 pre-service teachers answered a questionnaire that included a subset of 15 items from a validated assessment of CT skills, CTt. Results show that pre-service teachers’ CTt performance correlated with their confidence in their performance completing the overall test. Although there were no differences in pre-service teachers’ CTt performance across gender, males were significantly more confident about how they performed on the overall test than females, confirming prior research results. Implications include interventions for improving the confidence of female pre-service teachers to commensurate with their performance.
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This study examines the effect of choosing versus being assigned critical feedback on performance and on the choice to revise digital posters. Participants were North American University students (n = 125) randomly assigned to one of two... more
This study examines the effect of choosing versus being assigned critical feedback on performance and on the choice to revise digital posters. Participants were North American University students (n = 125) randomly assigned to one of two conditions, Choose and Receive. In both conditions, participants designed three posters in Posterlet, an assessment game with an embedded intelligent feedback system that assessed their learning processes and poster performance. In a yoked experimental study design, participants in the Choose condition (n = 71) could choose to receive either critical or confirmatory feedback, while participants in the Receive condition (n = 54) were assigned the same amount and order of critical feedback chosen by their Choose condition counterparts. Results revealed no differences between conditions in performance and students’ choices to revise their posters. Implications for designing intelligent feedback-rich learning and assessment environments are discussed.
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Background: Simulation education can benefit healthcare providers (HCPs) by providing opportunities to practice complex neonatal-resuscitation tasks in low-stake environments. To our knowledge, no study investigated the role of growth... more
Background: Simulation education can benefit healthcare providers (HCPs) by providing opportunities to practice complex neonatal-resuscitation tasks in low-stake environments. To our knowledge, no study investigated the role of growth mindset on longitudinal performance on neonatal resuscitation before and after simulation-based training. Objectives: This study examines whether 1) the RETAIN digital/table-top simulators facilitate HCPs' neonatal resuscitation knowledge gain, retention, and transfer and 2) growth mindset moderates HCPs' longitudinal performance in neonatal resuscitation. Methods: Participants were n = 50 HCPs in a tertiary perinatal center in Edmonton, Canada. This longitudinal study was conducted in three stages including 1) a pretest and a mindset survey, immediately followed by a posttest using the RETAIN digital simulator from April to August 2019; 2) a 2-month delayed posttest using the same RETAIN neonatal resuscitation digital simulator from June to Oc...
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This paper presents a novel examination of the impact of students’ feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8... more
This paper presents a novel examination of the impact of students’ feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon completing the game, students filled a survey asking them to recall the feedback phrases they encountered in Posterlet. Results show that choosing critical feedback correlated with the critical feedback students remembered. Additionally, choosing critical feedback and poster performance inversely correlated with the confirmatory feedback students remembered. A closer examination of the informational value of feedback revealed that choosing critical feedback correlated with both types (i.e., informative and uninformative) of critical feedback remembered and it inversely correlated with both types of confirmatory feedback remembered. Finally, poster ...
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M. Maybury et al. (Eds.): INTETAIN 2005, LNAI 3814, pp. 311314, 2005. © Springer-Verlag Berlin Heidelberg 2005 ... A Demonstration of the ScriptEase Approach to Ambient ... Maria Cutumisu1, Duane Szafron1, Jonathan Schaeffer1, Matthew... more
M. Maybury et al. (Eds.): INTETAIN 2005, LNAI 3814, pp. 311314, 2005. © Springer-Verlag Berlin Heidelberg 2005 ... A Demonstration of the ScriptEase Approach to Ambient ... Maria Cutumisu1, Duane Szafron1, Jonathan Schaeffer1, Matthew McNaughton1, Thomas ...
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Abstract This study investigates measurement invariance of the mathematics, science, and ICT scales across the 47 countries that participated in the PISA 2015 ICT Familiarity Questionnaire. Knowing whether the same constructs and... more
Abstract This study investigates measurement invariance of the mathematics, science, and ICT scales across the 47 countries that participated in the PISA 2015 ICT Familiarity Questionnaire. Knowing whether the same constructs and measurements can be reliably compared across countries constitutes an important goal. The Alignment method is employed to test the measurement invariance of the three scales. The results show that mathematics and science scores are highly invariant and can be used to compare countries, whereas the ICT scale is mostly non-invariant and cannot be used to reliably compare ICT means across all participating countries. Implications and limitations are discussed.
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In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are... more
In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attenda...
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This study examines the data of students from Finland (n = 8,829) and Turkey (n = 4,848) who participated in the 2012 Programme for International Student Assessment (PISA). The purpose of this study is to discern whether the use and... more
This study examines the data of students from Finland (n = 8,829) and Turkey (n = 4,848) who participated in the 2012 Programme for International Student Assessment (PISA). The purpose of this study is to discern whether the use and availability of information and communication technologies (ICT) at home and at school have a differential impact on academic achievement in mathematics and science. In both countries, structural equation modeling analyses revealed that the use of ICT at school for mathematics lessons was negatively associated with mathematics, while the use of ICT at home for schoolwork was not associated with mathematics and science. The availability of ICT at home and at school was positively associated with achievement in Turkey, but not in Finland. Finally, the use of ICT for entertainment was associated positively with achievement in Turkey, but negatively in Finland. These results have implications for the adoption of ICT in formal and informal learning environments.
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Studies examining feedback in educational settings have largely focused on feedback that is received, rather than chosen, by students. This study investigates whether adult participants learn more from choosing rather than receiving... more
Studies examining feedback in educational settings have largely focused on feedback that is received, rather than chosen, by students. This study investigates whether adult participants learn more from choosing rather than receiving feedback from virtual characters in a digital poster design task. We employed a yoked study design and two versions of an online game-based assessment, Posterlet, to compare the learning outcomes of N=264 Mechanical Turk adults in two conditions: when they chose the feedback valence versus when they received the same feedback valence and order. In Posterlet, players design posters and learn graphic design principles from feedback. We found that the more the participants chose critical feedback, the more time they spent designing posters, but there were no differences in learning, revision, and time spent designing posters between conditions. In each condition, critical feedback correlated with performance and revision, suggesting that feedback valence is...
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This paper examines the impact of the informational value of feedback choices on students’ performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek... more
This paper examines the impact of the informational value of feedback choices on students’ performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six Grade 8 students from a middle school in California via Posterlet, a computer-based assessment. Results show that critical uninformative feedback is associated with performance, critical informative feedback is associated with students’ learning strategies (i.e., willingness to revise and feedback dwell time), while confirmatory informative feedback is negatively associated with performance and learning strategies. This research has implications for designing the informational content of feedback messages to support student performance on an open-ended design task.
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Computational thinking (CT) is one of the most important competencies of the 21 st century. However, there are very few CT assessments in the literature and even fewer are validated empirically. Also, it is not known yet how pre-service... more
Computational thinking (CT) is one of the most important competencies of the 21 st century. However, there are very few CT assessments in the literature and even fewer are validated empirically. Also, it is not known yet how pre-service teachers’ CT skills relate to their confidence and gender, as research indicates the importance of role-models in peaking students’ interest in coding skills and retaining them in Science, Technology, Engineering, and Mathematics careers. This research aims to assess whether there are any gender differences in 21 st -century CT skills and confidence of pre-service teachers in an introductory educational technology course at a large university in Western Canada. At the beginning of the course, n = 94 pre-service teachers answered a questionnaire that included a subset of 15 items from a validated assessment of CT skills, CTt. Results show that pre-service teachers’ CTt performance correlated with their confidence in their performance completing the ov...
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Background Neonatal resuscitation involves a complex sequence of actions to establish an infant’s cardiorespiratory function at birth. Many of these responses, which identify the best action sequence in each situation, are taught as part... more
Background Neonatal resuscitation involves a complex sequence of actions to establish an infant’s cardiorespiratory function at birth. Many of these responses, which identify the best action sequence in each situation, are taught as part of the recurrent Neonatal Resuscitation Program training, but they have a low incidence in practice, which leaves health care providers (HCPs) less prepared to respond appropriately and efficiently when they do occur. Computer-based simulators are increasingly used to complement traditional training in medical education, especially in the COVID-19 pandemic era of mass transition to digital education. However, it is not known how learners’ attitudes toward computer-based learning and assessment environments influence their performance. Objective This study explores the relation between HCPs’ attitudes toward a computer-based simulator and their performance in the computer-based simulator, RETAIN (REsuscitation TrAINing), to uncover the predictors of ...
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This study explores the implementation of technology to facilitate students’ persuasive writing skills within elementary school classrooms. Five teachers were interviewed regarding their experiences teaching persuasive writing to students... more
This study explores the implementation of technology to facilitate students’ persuasive writing skills within elementary school classrooms. Five teachers were interviewed regarding their experiences teaching persuasive writing to students using technology-mediated feedback. Teachers perceived the influence of technology on students’ persuasive writing, on their own teaching practice, and on students’ experiences as valuable for skill development for both themselves and for their students. However, students’ unfamiliarity with technology was at times a hindrance.
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BackgroundNeonatal healthcare professionals require frequent simulation-based education (SBE) to improve their cognitive, psychomotor and communication skills during neonatal resuscitation. However, current SBE approaches are... more
BackgroundNeonatal healthcare professionals require frequent simulation-based education (SBE) to improve their cognitive, psychomotor and communication skills during neonatal resuscitation. However, current SBE approaches are resource-intensive and not routinely offered in all healthcare facilities. Serious games (board and computer based) may be effective and more accessible alternatives.ObjectiveTo review the current literature about serious games, and how these games might improve knowledge retention and skills in neonatal healthcare professionals.MethodLiterature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science and EMBASE databases were performed to identify studies examining serious games in neonatology. All games, such as board games, tabletop games, video games, screen-based simulators, tabletop simulators and virtual reality games were included.ResultsTwelve serious games were included in this review (four board games...