Valdemar Švábenský, Jan Vykopal, Sukrit Leelaluk, Pavel Čeleda, et al. (2026) — arXiv preprint. arXiv:2607.19209 [cs.CY]. 📄 Full text (arXiv)
Tabletop exercises (TTXs) let learner teams rehearse high-stakes workplace tasks such as cybersecurity incident response, but their open-ended, collaborative nature makes formative-assessment difficult: teams often receive delayed or incomplete feedback. This full research-to-practice paper compares assessment methods that exploit the action and communication logs captured by TTX platforms to evaluate how well teams meet learning objectives.
The work situates team problem-solving assessment within cs-education and broader stem-education contexts, showing how logged interaction data can drive faster, richer feedback-loops than manual grading. By operationalising teamwork behaviours as measurable signals, it connects to learning-analytics and the student-experience of collaborative crisis-response training, with implications for higher-ed computing courses where TTXs are increasingly used but rubric reliability remains a barrier.
Related Pages
- cs-education — related AIED work
- formative-assessment — related AIED work
- feedback-loop — related AIED work
- student-experience — related AIED work
- higher-ed — related AIED work
- learning-analytics — related AIED work