Saudi Cultural Missions Theses & Dissertations
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Item Restricted Synergising Learning Sciences, Learning Analytics, and Educational Technologies(The University of Queensland, 2024) Lahza, Hatim; Khosravi, Hassan; Demartini, GianlucaThe adoption of educational technologies in modern educational systems has significantly advanced the field of learning sciences. This shift, particularly evident within digital learning environments, has enriched pedagogical strategies and redefined educational evaluation methodologies by leveraging sophisticated developments in learning analytics. Despite these advancements, a notable gap persists in effectively applying learning theories within digital environments and in the design of learning analytics. This shortfall partly stems from the ongoing development of empirical evidence supporting these theories and a prevalent reliance on software engineering and data science perspectives, which may not fully integrate learning theory insights. To this end, this thesis addresses this gap by proposing two triadic relationships among learning theories, educational technologies, and learning analytics. The overarching aim is to leverage these relationships to enhance learning understanding and learning optimisation. First, I leverage the dyadic relationship between learning theory and educational technologies to influence the development of the third actor of the triad, learning analytics, to enhance learning understanding. I demonstrate the application of this relationship through two approaches using two authentic educational platforms with real-life course data. The first approach, LA-exam, uses an e-exam platform and Self-Regulated Learning (SRL) theory to develop analytics for e-exams on two levels: student level and item level. The second approach, LA-sourcing, uses a learnersourcing platform and SRL theory to develop analytics about student tactics and strategies when engaging with the platform activities. Second, I leverage the dyadic relationship between learning theory and learning analytics to inform the design choices of the third actor of the triad, educational technologies, to enhance learning optimisation. I demonstrate the application of this relationship through two approaches that report the results of randomised controlled experiments conducted on a learnersourcing platform. The first approach, ET-create, uses a set of learning analytics and SRL theory to inform the design choices of SRL scaffolding strategies for content creation. The second approach, ET- review, uses a set of learning analytics and SRL and scripting theories to inform the design choices of scaffolding strategies for peer review.11 0Item Restricted An Adaptation of the Dynamic Evaluation of Motor Speech Skill for Online Delivery in Arabic for Saudi Children(University of Sheffield, 2023-11) Alamoudi, Rawan; Rutter, Ben; Thomson, JennyThe American Speech-Language-Hearing Association [ASHA], (2007) defines childhood apraxia of speech (CAS) as ‘a neurological childhood (pediatric) speech sound disorder in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits (e.g., abnormal reflexes, abnormal tone)’ (p. 1). There are three main features: inconsistent production of syllables or words, abnormal prosody, and lengthened or disrupted coarticulatory transitions between sounds and syllables (ASHA, 2007). Despite its prevalence, there have been very few studies looking at its characteristics in Arabic-speaking children. Furthermore, there are no assessment tools with Arabic stimuli. As a result of this, it is important to develop protocols for assessing Saudi children with suspected CAS that are culturally appropriate. The aim of the thesis was to develop an adapted version of the Dynamic Evaluation of Motor Speech Skill [Ar-DEMSS] in the Saudi dialect of Arabic. Further to this, the tool was then administered to two groups of children: one typically developing and the other with a diagnosis of CAS. This study involved 49 Saudi children from public schools and speech and language clinics in Jeddah, Saudi Arabia, aged 36 to 84 months (three to seven years old). A typically-developing group consisted of 43 children between the ages of 3 to 7, while the CAS group included only six children between the ages of 3 to 6. Several tests, including the Ar-DEMSS, an articulation test, a nonverbal oral apraxia test, an oral structure and function test, and a DDK, were used to evaluate children with CAS and typically developing children. The findings showed that typically developing children performed better than those with CAS on all sections of the Ar-DEMSS test. The results also indicated that children with CAS demonstrate vowel errors, prosody deficits, overall articulatory problems, and inconsistent productions across attempts. There were some features highlighted in the Saudi child population such as vowels and consonants being distorted/omitted, syllables being reduced, pauses, lexical stress errors, and inconsistent productions. There were difficulties with CV, CVC, disyllabic, and multisyllabic words for children with CAS. This study represents the first adaption of DEMSS into a Semitic language. It indicates that Ar-DEMSS has the potential to be further validated for use in Saudi Arabia to assist with the identification of children with CAS.28 0Item Restricted An Investigation of the Disciplinary Expectations of Postgraduate Writing in UK HE: A Case Study of Applied Linguistics Students’ Writing(The University of Southampton, 2024-07-30) Alharbi, Jabrah; Zotzmann, Karin; Robert, BairdThe literature on academic writing in HE often approaches the issues in the field by focusing on challenges that students face in academic writing based on students’ and tutors’ perceptions (Shaheen, 2012) or by examining the linguistic, socio-cultural features, or rhetorical moves in students' writing (Gardner and Nesi, 2012, Javadi-Safa, 2018, Hyland, 2016, Matsuda, 2003). Little research examines the use of knowledge forms that relate to integrating theoretical and practical knowledge to achieve knowledge building. This research addresses this problem by examining the valued practices in postgraduate academic writing in a discipline that requires students to relate to theory and practice. The main aim is to find out how students use theoretical and practical knowledge forms in their writing and how their tutors value and assess those practices. The research was more interested in providing an in-depth analysis of tutors’ disciplinary expectations of academic writing. Students’ perspectives were used for triangulation purposes and were not intended to be examined in-depth. The specific context of the study is an Applied Linguistics and TESOL module from a postgraduate degree programme in the UK. The module is titled Modern Language Teaching Methods (MLTM). The field of Applied Linguistics and TESOL and the MLTM module have been chosen as the context of this study because Applied Linguistics is a field that typically connects theoretical knowledge to practical and personal experiences of teaching and learning a language. To examine the underlying principles that relate to theory and practice in students’ texts, I used the theoretical lens of LCT Semantics gravity, which traces the relative strengths of context dependence and context-independence or the use of theoretical and practical knowledge forms in students’ texts. I used the same lens to examine tutors’ disciplinary expectations of valued knowledge forms and academic practices in students’ texts as they relate to theory and practice. Semantic density from LCT, which examines the condensation of meanings was also used to offer insights into the complexity of students’ texts and tutors’ expectations. ESP genre theory analysis was carried out before conducting an LCT Semantics analysis to gain a better understanding of the genre of students’ texts and its social function. The use of LCT Semantics and especially the tool of semantic gravity allowed me to examine academic writing in HE in the disciplines and offered me a different consciousness about some of the underlying principles of academic writing practices in the discipline of Applied Linguistics. It also offered me a different perspective on actors’ semantic codes, or the beliefs actors bring to the field. The use of this tool revealed important information about high-scoring student writing versus low-scoring student writing. A high-scoring text showed a higher semantic range, better semantic flow, more abstractions, successful movement from the theoretical to the practical, and higher epistemological condensation. By analysing assessors’ disciplinary perspectives, the tool of semantic gravity and density offered me a different consciousness of the role of assessors’ semantic codes in the assessment and evaluation of student’s texts. Tutors sometimes appeared to have different semantic codes from one another, which made them evaluate students’ texts differently. The students also appeared to have different semantic codes from those of their tutors, which could result in a code clash and learning challenges for tutors and students. Additionally, the findings of this present study showed that semantic profiles of successful students’ texts can also differ within the same module and the same writing task. Likewise, tutors’ semantic profiles of valued academic writing practices in student texts differ from one another and the same tutor can value more than one semantic profile.47 0Item Restricted A STUDY ON DIGITAL TOOTH PREPARATION ASSESSMENT SOFTWARE IN UNDERGRADUATE PRE-CLINICAL SKILLS TEACHING(University of Dundee, 2024-01-31) Alsharif, Hanin; Cherukara, George; Maillou, PaulineObjectives: The primary objective of this research was to evaluate the effectiveness and efficiency of the prepCheck digital system as an additional feedback tool in enhancing undergraduate dental students' tooth preparation skills and its potential to enhance students’ learning experience. Methods: A total of 55 BDS3 students attending the "Crowns Course" and divided into three groups participated in the study. One group (n=24) was randomly selected as the case group and received feedback using the digital tooth preparation analysis system, prepCheck, alongside standard visual assessment. The other two groups (n=31) served as controls and only received standard visual feedback. All students' tooth preparations for the final test were digitally assessed using prepCheck against a faculty-approved master preparation. The focus of the study was to compare the quality of tooth preparations between the case and control groups, employing two distinct grading methods. Additionally, a questionnaire was provided to students who used the digital system to gather their feedback. Results: The findings revealed a positive trend in performance among the case group students when using the PrepCheck system. However, the statistical analysis, utilising the Mann-Whitney test, showed that for the tutor assessment, the p-value was 0.697, and tutor assessment using the PrepCheck report, the p-value was 0.274. This indicates that there were no statistically significant differences between the groups in both assessments. Despite the statistical outcomes, qualitative feedback from participants indicated a favourable reception of the digital system. Conclusions: While the PrepCheck digital system displayed potential in complementing traditional teaching methods and enhancing the learning experience, its integration posed challenges, particularly concerning time constraints. Further research is recommended to delve XIII deeper into long-term effects and potential optimizations for integrating digital systems like PrepCheck into dental education15 0Item Restricted Utilizing Delphi Method to Develop a Unified National Assessment Framework in Saudi Arabia(Saudi Digital Library, 2023-11-04) Basfar, Albaraa; Machtmes, KrisannaThe assessment and evaluation process is crucial for building or reforming any educational system. Saudi Arabia, via its different educational entities, has invested heavily in developing assessment and evaluation programs and practices at many levels of the education sector. A national student assessment framework is needed to support coordination between all contributors to assessment and evaluation in the country. The research purpose is to develop a national student assessment framework, which was accomplished by utilizing a Delphi method of assessment and evaluation experts from the education sector in Saudi Arabia. This panel was selected from a committee nominated; The pool contained experts in assessment and evaluation from the ministry of education, Education and Training Evaluation Commission, and Faculty members in Saudi Universities. This Delphi process included sending a questionnaire to the experts for two rounds. Round One revealed the framework's primary sections and the expert's first judgments followed by Round One analysis which comprises adapting the framework to panel remarks and points. Round Two exposed the framework’s main body to the feedback from the panel. Round Two analysis then adapted the panelist’s comments and points on the main body and made the suggested changes.38 0Item Restricted Evaluation of Self-Directed Learning Activities at King Abdulaziz University: A Qualitative Study of Faculty Perceptions(Saudi Digital Library, 2023-04-03) Balkheyour, Ammar Adnan; Tombs, MichalBackground: Self-directed learning (SDL) is an essential method for lifelong learning and professional development, especially in the medical field. SDL has been incorporated into the internal medicine curriculum at the Faculty of Medicine in Rabigh at King Abdulaziz University, Saudi Arabia. Aims: The study aimed to determine the faculty perceptions of the effectiveness of the SDL activities currently offered at the Department of Internal Medicine, Faculty of Medicine in Rabigh, King Abdulaziz University, Saudi Arabia. This was an evaluative study structured around Stufflebeam’s model of evaluation regarding input and process components. Methods: A qualitative study was conducted through semi-structured interviews. The sample type was non-probability convenience. Seven faculty members from the target academic department were included in the study. The interviews were transcribed, and their content was analysed using the thematic analysis method. Results: Thematic analysis led to the generation of four themes: faculty’s perceptions of SDL, curriculum design, student engagement, and learning environment. Conclusions: During input evaluation, the faculty perceived SDL activities as a reading task for the students that was required for discussion. Faculty support and training in conducting such activities were needed. Faculty had different opinions about the objectives and content of SDL sessions; however, they agreed that SDL sessions aligned with internal medicine objectives and addressed the students’ need. There was a lack of assessment tools for learning in SDL sessions. During process evaluation, all participants were dissatisfied with the students’ poor engagement, and they made suggestions to improve SDL. Challenges in the learning environment were reported, including issues in the scheduling of the academic activities and library access. Based on the results, recommendations were made for educational strategies and future research.35 0