Fig 1.
Representation of the CAT model.
Green arrows indicate the path students take when they answer a question correctly. Students follow red arrows when an incorrect answer is given. Grades are represented at the bottom of the figure, improving with each step to the right.
Fig 2.
Scheme of the strategy followed to accurately measure the autonomous work of students and the influence of rewards.
Fig 3.
Description of the experiment.
Fig 4.
Distribution of self-evaluation activities in “Applied Computing”.
(a) Individual scores of all the students in the academic year 2017/2018 (ordered chronologically). Each dot corresponds to a single attempt of a student. (b) Number of attempts in the academic year 2017/2018 distributed in time periods. Inset shows the distribution in the days between May 16 and May 21.
Fig 5.
Distribution of attempts in the self-evaluation/learning phase in “Design of Water Treatment Facilities”.
The horizontal axis corresponds to the dates and the vertical axis to the grades obtained in every individual attempt. The attempts made by all students in the 3 stages are presented.
Fig 6.
Attempts vs. scores ordered chronologically for the three academic years under study in “Applied Computing”.
Fig 7.
Students’ scores in the face-to-face period (before confinement) and in the distance teaching period (during confinement).
Data is presented for the 3 academic courses (2017/2018 and 2018/2019 being the control group and 2019/2020 the experimental group) as mean±SD. Symbols indicate statistically significant differences (p<0.05) between course 2019/2020 and 2017/2018 (*), 2019/2020 and 2018/2019 (#) or between the period before and after the confinement during the same course (¶).
Fig 8.
Results of students enrolled in Metabolism during the last 3 academic years.
(a) The score obtained by students in the different activities of the continuous assessment is represented. (b) Proportion of students that passed the continuous assessment activities (score≥5). (c) Proportion of students that did not carry out the continuous assessment activities. From the 11 activities, only 2 are in-person activities under normal conditions (number 5 and 9, highlighted with a box), the other activities were always on-line. The end of in-person teaching and beginning of confinement is indicated with a red arrow. Data is presented as mean±SD. Symbols indicate statistically significant differences (p<0.05) between courses 2017/2018 and 2018/2019 (§), 2017/2018 and 2019/2020 (*) and 2018/2019 and 2019/2020 (#).