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All Journal International Journal of Educatio Elementaria and Psychologia Journal of Social Science Utilizing Technology
Ahmed Ali
Somali National University
Education Other

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BEYOND THE TEST: DEVELOPING AND VALIDATING A DIGITAL FORMATIVE ASSESSMENT TOOL FOR MEASURING COLLABORATIVE PROBLEM-SOLVING SKILLS Ahmed Ali; Fadumo Ibrahim; Mohamed Ahmed
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3081

Abstract

In the context of modern education, collaborative problem-solving (CPS) has become a crucial skill for students to develop, as it directly impacts their ability to work in teams and solve real-world problems. However, existing assessment tools often fail to capture the full scope of CPS abilities, particularly in collaborative settings. This study aims to develop and validate a digital formative assessment tool designed to measure collaborative problem-solving skills in students. The tool incorporates both individual and group-based problem-solving tasks, aligning with the principles of authentic learning experiences. A mixed-methods approach was used, combining the development of the assessment tool with a validation process involving expert reviews, pilot testing, and statistical analysis of the tool’s reliability and validity. The results indicated that the tool demonstrated strong validity and reliability, with significant improvements in students' CPS skills being observed after engaging with the digital assessment. This study concludes that a well-designed digital formative assessment tool can effectively measure collaborative problem-solving abilities and provide valuable feedback for students and educators. The findings contribute to the growing body of research on digital assessment tools and offer practical implications for educators seeking to foster collaborative skills in the classroom.
Immersive Empathy: Assessing the Efficacy of Virtual Reality (VR) Simulations in Developing Cross-Cultural Competence in Higher Education Ahmed Ali; Fadumo Ibrahim; Mohamed Ahmed
Journal of Social Science Utilizing Technology Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i5.2898

Abstract

Background. In higher education, fostering cross-cultural competence is essential for preparing students to navigate a globally interconnected world. Traditional methods of teaching cultural understanding have often been limited by the constraints of classroom environments. Virtual Reality (VR) simulations present a promising tool for enhancing empathy and providing immersive, experiential learning opportunities. This research investigates the efficacy of VR simulations in developing cross-cultural competence among higher education students. Purpose. The study aims to assess whether VR-based experiences can effectively improve students' ability to understand and empathize with cultures different from their own. Method. A mixed-methods approach was employed, combining pre- and post-assessments of cross-cultural competence with qualitative feedback from participants. The sample consisted of 200 university students who engaged in a series of VR simulations designed to simulate interactions in diverse cultural contexts. Results. The results indicate a significant improvement in students' empathy levels and understanding of cultural nuances, as evidenced by both quantitative assessments and qualitative reflections. Conclusion. The study concludes that VR simulations offer a highly effective and engaging method for enhancing cross-cultural competence, providing an immersive platform for students to experience and reflect on cultural diversity in ways that traditional methods cannot replicate.
Co-Authors Fadumo Ibrahim Mohamed Ahmed