Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme
Open accessAbstract
Background: Technology-enhanced learning includes the adaptive e-learning platform, a data-driven method with computer algorithms, providing customised learning enhancing critical thinking of individual learners. “Firecracker” – an online adaptive e-learning platform, and assessment software, promotes critical thinking, helps prepare students for courses and high-stakes examinations, and evaluates progress relative to co-learners. The objectives of this study were to determine the usage rates of Firecracker, examine the performance of Firecracker formative quizzes, identify the correlation between Firecracker use and performance with that of performance at summative course assessments, and assess students’ satisfaction with Firecracker usage. Methods: Study participants were Year-2 MBBS (Bachelor of Medicine, Bachelor of Surgery) students (n=91) of the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados. The Firecracker Administrator uploaded quizzes covering basic science content in the Cardiovascular System course. Access, usage, and performance on Firecracker formative quizzes were retrieved from the Firecracker dashboard. A questionnaire sought the views of study participants. Results: Seven sets of quizzes were administered over nine weeks, with weekly student completion rates ranging from 53% to 73%. Mean quiz scores ranged from 52% to 72%. Students completing > 4 quiz sessions compared to those completing ≤ 4 demonstrated significantly better performance in Firecracker quizzes ( P < 0.01), final examinations ( P < 0.01) and in-course assessment plus final examination ( P < 0.05) scores. Correlations between overall Firecracker performance and in-course assessment marks ( P < 0.05); between total overall Firecracker performance and final examination ( P < 0.01); and overall Firecracker performance and total course marks ( P < 0.01) were all significant. Most students (70%) were happy using Firecracker and felt it complemented coursework (78%) and prepared them for course exams (58%) ( P < 0.01). Conclusion: Overall, Firecracker was perceived very positively and welcomed by the students. Students were satisfied with the Firecracker as a formative assessment tool, and its use correlated with improved performance in the course examinations. Keywords: formative assessment, technology-enhanced learning, adaptive learning, Cardiovascular System course, Firecracker, Barbados A Letter to the Editor has been published for this article.
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- Authors
- Gupta, S., Ojeh, N., Sa, B., Majumder, M. A. A., Singh, K., & Adams, O. P.
- Affiliations
- University of the West Indies (BB)
- University of the West Indies (TT)
- Corresponding author
- Majumder, Md Anwarul Azim
- ORCID
- Venue
- Advances in Medical Education and Practice
- Publisher
- Informa UK Limited
- Published
- 2020-12
- Volume
- Volume 11
- Pages
- 989-996
- ISSN
- 1179-7258 (ISSN-L)
- PMC
- PMC7752734
- OpenAlex
- W3110744847
- Cited by
- 23
- References
- 40
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 4 · 2023: 5 · 2022: 4 · 2021: 1
- FWCI
- 1.87
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Advances in Medical Education and Practice (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- Dove Medical Press (Taylor and Francis Group) (submittedVersion, cc-by-nc)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- adaptive e-learning, formative assessment, technology-enhanced learning, medical students, student satisfaction, quiz performance, summative assessment, critical thinking
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