Pratibha S. Yalagi
1*,
Dattatray P. Gandhmal
2,
Rashmi K. Dixit
2
- Information Technology, Walchand Institute of Technology, Solapur, Maharashtra, India
- Computer Science & Engineering, Walchand Institute of Technology, Solapur, Maharashtra, India
Abstract
Nowadays in the competitive world of business, Business Intelligence is playing an important role for taking business decisions. Business Intelligence (BI) is the important factor to turn the data in to actionable information. A BI system is an analytical tool that can help to make successful strategic plans for the organization. It helps to get insights into consumer behavior and improves visibility. So including this course in the curriculum may give more insight to learners for their career and profession. This course is added in our curriculum as an industry elective subject. Teaching this course has the challenges: it contains more theoretical and practical approaches and due to curriculum time constraint it is not possible to cover theoretical contents with all available BI tools practical study. So there is a requirement of self learning material to generate. It has also become the requirement to study during the Information Technology Engineering study. To improve the teaching learning process we have generated a self learning study material for students through Moodle Learning Management System. The material gives in depth knowledge of various BI tools. Every tool report is generated by the students in a group. Each tool report contains: Introduction, Description, Theory, Installation&working steps, Application, Testing data on a tool, presentation etc. The contents are generated through the group work activity undertaken as a competition. To create more interest in the subject, Gamification is added for assessment with fun learning experience.The experiment is conducted for the final year Information Technology under graduate students as an Elective course. The results show that, this activity improves the self learning and group learning skills among the students with more interest. The ability of designing and applying the knowledge has improved. The effectiveness of the experiment is verified by the comparative results of two years university results and students feedback. It is observed that the contents generated have helped the students to score more in this subject and also the subject has grabbed the attention of the students through competition and gaming. The analytical thinking ability is also improved through this experiment.
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