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Improvements in performance and approval obtained by first year engineeringstudents from University of Concepcion, Chile, were studied, once a virtualdidactic model of multiple-choice exam, was implemented. This virtual learningresource was implemented in the Web ARCO platform and allows training, byfacing test models comparable in both time and difficulty to those that theywill have to solve during the course. It also provides a feedback mechanism forboth: 1) The students, since they can verify the level of their knowledge. Oncethey have finished the simulations, they can access a complete problem-solvingheuristic report of each problem; 2) The teachers, since they can obtaininformation about the habits of the students in their strategies ofpreparation; and they also can diagnose the weaknesses of the students prior tothe exam.  This study indicates how this kind of preparation generates substantialimprovements on the approval rates by allowing the students: 1) A morestructured and oriented systematic study, and 2) To learn, from the feedbackreport of each problem that the information described in their exams shouldhave, at each stage, a proper logical connection. Likewise, this study allowsdifferentiating how the repetition in the use of the platform and the formalityin the time invested indicate clear differences on the obtained performance.

Analysis of the benefits of designing and implementing a virtual  didactic model of multiple choice exam and problem-solving heuristic report,  for first year engineering students