Measurement instrument. The voltmeter used in this test shall measure DC values and have an internal resistance of at least 10 MΩ.
Measurement instrument. An isolation resistance test instrument capable of applying a DC voltage higher than the working voltage of the high voltage bus shall be used.
Measurement instrument. The voltmeter used in this test shall measure DC values and have an internal UHVLVWDQFH RI DW OHDVW 0ȍ
Measurement instrument. Study 1 As we have previously explained, we handed out questionnaires after the Bingo game for the first-year economic students. Our questionnaires aimed to measure the three following things: the purpose, the perceived effectiveness and the satisfaction of the games. The purpose of the games meant that we want to find out the possible purposes for which these games can be used. Note that the questionnaire was written in Dutch but it has been translated in English in Table 7 and gives a representation of what the different questions measure. In total, 385 questionnaires (on paper) were handed in after the lecture. The students needed to answer question 1 to 11 with a 5-point Likert scale (1-10: totally disagree, disagree, neutral, agree, totally agree & 11: totally not successful, not successful, neutral, successful, totally successful). Question 12 was an open- ended question which allowed students to give recommendations or comments on the game. The use of an open-ended questions and the use of a 5-point Likert scale is consistent with Xxxxxx (2005) his research on his governmental accounting Jeopardy game and with Coco et al. (2001) their Bingo game for beginners. First, each answer that was given by the respondents was put into an Excel file. The questions that had a 5-point Likert Scale (1 to 11) were coded as the following for question 1 to 10: 1 = ‘totally disagree’; 2 = ‘disagree’; 3 = ‘neutral’; 4 = ‘agree’ and 5 = ‘totally agree’. Question 11 was coded as: 1 = ‘totally not successful’; 2 = ‘not successful’; 3 = ‘neutral’; 4 = ‘successful’ and 5 = ‘totally successful’. Afterwards, the data was analysed with SPSS. For question 12 the comments were divided into different categories, because it was an open-ended question.
Measurement instrument. Study 2 For the high-school teachers, we first introduced each one of our games and then played them. All three games were followed-up by a questionnaire. This was done on the occasion of a training session for quizzes. In regard to the measurement of satisfaction, the perceived effectiveness and the different purposes for which our games can be used, we made use of 4 different questionnaires: one with general questions and one for each tested game (Jeopardy!, Bingo and Connect 4). Table 9 and Table 10 provide a translation in English of these two types of questionnaires, because the high-school teachers main language is Dutch. Note that these questionnaires were also distributed on paper and were first put into an Excel file before the analysis with SPSS. We had a total response of 34 questionnaires. Table 9 – General Questionnaire Teachers General questionnaire teachers:
