Traditional use of the multiple-choice question rewards a student for guessing. This technique encourages rote memorization of questions to pass a lengthy exam, and does not promote comprehensive understanding or subject correlation. This begs the question; do we really want question memorizers to operate the machinery of our industrialized society? In an effort to identify guessing on answers during an exam within a safety-critical aviation pilot training course, a qualitative research study was undertaken that introduced a confidence-based element to the end-of-ground-school exam followed by flight simulator sessions. The research goals were twofold, to clearly identify correct guesses and also provide an evidence-based snapshot of aircraft systems knowledge to be used as a formative study aid for the remainder of the course. Pilot and instructor interviews were conducted to gather perceptions and opinions about the effectiveness of the confidence-based assessment tool. The finding of overall positive interview comments confirmed that the pilots and flight instructors successfully used the confidence-based assessments as intended to identify weak knowledge areas and as aids, or plans, for their remaining study time. The study found that if properly trained and administered—especially through a computer-based medium—a robust confidence-based assessment tool would be minimally-burdensome while offering worthwhile …

The primary purpose in this case study was to explore the use of three-dimensional virtual spaces via the use of the game Minecraft as a teaching tool. The case study examined the effectiveness, self-efficacy, and social interaction of students when using such a tool in the teaching and learning process. The research analyzed knowledge acquisition through various deliverables such as benchmark pre and post exams, student discourse, and tangible objects created from the lessons by the students. Students were enrolled and participated in a summer camp offered from Arts and Technology Institute in North Texas. The camp utilized Minecraft to teach architecture types. Students learned about pyramids (Egyptian and Aztec), Roman/Greek architecture, Gothic architecture, and Post-Modern Architecture. Each day students were exposed to a different them of architecture and were tasked with building a world that was in the theme of an assigned type of architecture. Fifty-nine school age students ranging in ages from eight to twelve years old participated fully in the study. The students were not grouped by age, but instead self-selected partners with which to work during the course of their creations. Results show that students who participated in the Minecraft driven course were highly engaged and …