ABSTRACT
Nowadays studying Computer Science or Information Technologies is a stable trend for young people who want to have a successful and well-paid career. Unfortunately, part of the students simply follows this trend, instead of being deeply involved in the area of ICT, which calls for additional effort in motivating them. Moreover, the COVID-19 crisis moved a lot of courses into online mode and lecturers had to create or to enrich existing digital learning content and online activities in their courses in order to keep the quality of the educational process. Gamification is possibly one of the modern approaches to increase students' motivation to study more effective. In this paper, a pilot study of the implementation of gamified self-training and self-assessment in an online SQL course conducted during the spring 2020 and 2021 semesters is presented. Technological and methodological issues of implementing gamification are discussed too. Usage of gamified self-training and self-assessment in SQL course allows higher final achievements of the students regardless of some used gamified elements and number of gamified self-trainings. © 2021 Copyright for this paper by its authors.
ABSTRACT
BACKGROUND: In sub-Saharan Africa, there is dearth of trained laboratorians and strengthened laboratory systems to provide adequate and quality laboratory services for enhanced HIV control. In response to this challenge, in 2007, the African Centre for Integrated Laboratory Training (ACILT) was established in South Africa with a mission to train staffs from countries with high burdens of diseases in skills needed to strengthen sustainable laboratory systems. This study was undertaken to assess the transference of newly gained knowledge and skills to other laboratory staff, and to identify enabling and obstructive factors to their implementation. METHODS: We used Kirkpatrick model to determine training effectiveness by assessing the transference of newly gained knowledge and skills to participant's work environment, along with measuring enabling and obstructive factors. In addition to regular course evaluations at ACILT (pre and post training), in 2015 we sent e-questionnaires to 867 participants in 43 countries for course participation between 2008 and 2014. Diagnostics courses included Viral Load, and systems strengthening included strategic planning and Biosafety and Biosecurity. SAS v9.44 and Excel were used to analyze retrospective de-identified data collected at six months pre and post-training. RESULTS: Of the 867 participants, 203 (23.4%) responded and reported average improvements in accuracy and timeliness in Viral Load programs and to systems strengthening. For Viral Load testing, frequency of corrective action for unsatisfactory proficiency scores improved from 57 to 91%, testing error rates reduced from 12.9% to 4.9%; 88% responders contributed to the first national strategic plan development and 91% developed strategies to mitigate biosafety risks in their institutions. Key enabling factors were team and management support, and key obstructive factors included insufficient resources and staff's resistance to change. CONCLUSIONS: Training at ACILT had a documented positive impact on strengthening the laboratory capacity and laboratory workforce and substantial cost savings. ACILT's investment produced a multiplier effect whereby national laboratory systems, personnel and leadership reaped training benefits. This laboratory training centre with a global clientele contributed to improve existing laboratory services, systems and networks for the HIV epidemic and is now being leveraged for COVID-19 testing that has infected 41,332,899 people globally.