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Understanding Cross-Country Differences in Assessment Simulations: Insights from South African and Canadian Students

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Title: Understanding Cross-Country Differences in Assessment Simulations: Insights from South African and Canadian Students
Language: English
Authors: Igor Kotlyar (ORCID 0000-0002-3514-0586), Noel J. Pearse (ORCID 0000-0001-7583-9845), Joe Krasman
Source: Discover Education. 2024 3.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Artificial Intelligence, Computer Simulation, Student Attitudes, Evaluation, Scores, Language Usage, Language Patterns, Intercultural Communication, Cultural Differences, Developed Nations, Developing Institutions
Geographic Terms: South Africa, Canada
DOI: 10.1007/s44217-024-00125-7
ISSN: 2731-5525
Abstract: AI-based simulations for educational and assessment purposes are gaining global recognition. Informed by cultural comparison research, this study investigates cross-country variations in users' utilization and perceptions of a simulation-based assessment. Specifically, we conducted a comparative analysis between a sample of South African and Canadian students to uncover potential differences in assessment scores, communication patterns, and reactions vis-a-vis a simulation assessment for evaluating teamwork skills. Data were collected from over 500 undergraduate students in South Africa and Canada who completed a simulation assessment and reported their reactions and perceptions. The findings yielded several noteworthy observations. First, South African students attained higher assessment scores than Canadian students; although, the difference did not quite reach statistical significance at p < 0.05. Second, significant variations were observed in the quantity and style of communication. South African students used fewer words and more polite language, while Canadian students tended to use more decisive language and provided more explanations and help to their virtual teammates. Third, South African students were more likely to perceive their virtual teammates as "human" and were less concerned whether they were real people or virtual. Lastly, compared with their Canadian counterparts, South African students reported more positive reactions and perceived the assessment to be more accurate. These findings warrant further investigation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421867
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: AI-based simulations for educational and assessment purposes are gaining global recognition. Informed by cultural comparison research, this study investigates cross-country variations in users&#39; utilization and perceptions of a simulation-based assessment. Specifically, we conducted a comparative analysis between a sample of South African and Canadian students to uncover potential differences in assessment scores, communication patterns, and reactions vis-a-vis a simulation assessment for evaluating teamwork skills. Data were collected from over 500 undergraduate students in South Africa and Canada who completed a simulation assessment and reported their reactions and perceptions. The findings yielded several noteworthy observations. First, South African students attained higher assessment scores than Canadian students; although, the difference did not quite reach statistical significance at p &lt; 0.05. Second, significant variations were observed in the quantity and style of communication. South African students used fewer words and more polite language, while Canadian students tended to use more decisive language and provided more explanations and help to their virtual teammates. Third, South African students were more likely to perceive their virtual teammates as &quot;human&quot; and were less concerned whether they were real people or virtual. Lastly, compared with their Canadian counterparts, South African students reported more positive reactions and perceived the assessment to be more accurate. These findings warrant further investigation.
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