| dc.creator |
Edward Lester |
|
| dc.creator |
Damian Schofield |
|
| dc.creator |
Peter Chapman |
|
| dc.date |
2006-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:38:49Z |
|
| dc.date.available |
2015-08-12T11:38:49Z |
|
| dc.identifier |
1750-0044 |
|
| dc.identifier |
1750-0052 |
|
| dc.identifier |
https://doaj.org/article/7f40b1a39c0e44e690fb702c09e091ba |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/31451 |
|
| dc.description |
A study was conducted into how 26 groups of three interacted during a virtual reality based exercise. The exercise involved the solving of eight virtual puzzles in a 3D interactive environment. Once each team completed the puzzles successfully they could go on to solve the mathematical formula provided at the start of the exercise. A maximum of one hour was allowed for each group to solve the formula and complete the exercise. Each group was videoed in order to assess group interaction. The video evidence was compared with the data from each participant’s questionnaire in order to evaluate how realistic or accurate each participant was in assessing their contribution and the contribution of their peers. Each participant had been previously screened for their temperament type as defined by Myers Briggs. Differences emerged in behavioural patterns based on temperament and it was clear that temperament also affected the ability of the individual to assess who was contributing to the success and dynamics of the group. |
|
| dc.language |
English |
|
| dc.publisher |
The Higher Education Academy Engineering Subject Centre |
|
| dc.relation |
http://www.engsc.ac.uk/downloads/scholarart/eejournal/2006/1-1/EE1-1-pp39-49-Lester.pdf |
|
| dc.relation |
https://doaj.org/toc/1750-0044 |
|
| dc.relation |
https://doaj.org/toc/1750-0052 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Engineering Education, Vol 1, Iss 1, Pp 39-49 (2006) |
|
| dc.subject |
assessment |
|
| dc.subject |
virtual reality |
|
| dc.subject |
group work |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:General and Civil Engineering |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:General and Civil Engineering |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.title |
The interaction of engineering ‘types’: A study of group dynamics and its relationship to self and peer assessment during computer-based exercises |
|
| dc.type |
article |
|