Impact of Artificial Intelligence-Assisted Assessment and Traditional Assessment on Web Design and Development in Computing Education
Bibliographic Data
| ID | 22045945 |
|---|---|
| Authors | Christian Basil Omeh (0000-0002-1673-2578, University of South Africa, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 4 |
| Pages | 501 |
| Publication date | 2026-03-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16040501 |
| OpenAlex | W7140214705 |
| Language | EN |
| References cited | 54 |
The educational process of developing web design competence remains a persistent challenge for many students and educators, particularly in developing countries where conventional teaching methodologies and assessment models often fall short in promoting higher-order thinking and problem-solving. In this study, we respond to the call for innovative assessment approaches by examining the impacts of assessment models on a web design and development course and students’ cognitive load when adopting the AI-assisted assessment model (AAAM) compared to the traditional assessment model (TAM). We employed a mixed-methods research approach, incorporating a quasi-experimental, non-equivalent pretest–posttest control group design and a qualitative component, involving 63 undergraduate students enrolled in CRE 625. The intervention lasted approximately 10 weeks and focused on web design and development across two universities in a developing country. Consistent with quasi-experimental principles, students were assigned to treatment groups based on pre-existing institutional class structures, thereby controlling allocation using criteria rather than randomization. Two validated instruments were used to assess students’ web design and development competence (WDDC) and cognitive load (CL), and the data were analyzed using ANCOVA to evaluate performance gains and the interaction effect with gender
Cognition · Design-based research · Online assessment · Qualitative property · Web application · Online and Blended Learning · Online Learning and Analytics · Visual and Cognitive Learning Processes
Applied Multivariate Statistics for the Social Sciences
SPSS Survival Manual
Development of an instrument for measuring different types of cognitive load
Cognitive Load Theory
Cognitive load theory
Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load
Executing and interpreting applications of PLS-SEM
Revisiting the effects of project-based learning on students’ academic achievement
Artificial intelligence meets PBL
Self-Coded Digital Portfolios as an Authentic Project-Based Learning Assessment in Computing Education
The Role of Assessment in Improving Education and Promoting Educational Equity
The Role of Artificial Intelligence in Project-Based Learning
The future of standardised assessment
Investigation of the moderation effect of gender and study level on the acceptance and use of generative AI by higher education students
Assessment revisited
Inconvenient truths about logistic regression and the remedy of marginal effects
| Citation velocity | historical |
|---|---|
| Highly cited | No |