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choice iconThe Choice activity allows you to ask your students a single question, which they can respond to via radio buttons. You supply all of the possible options the students have to choose from for this activity, there is no field where students can enter their own text.

Depending upon the settings you select for your Choice activity, your students may be able to select more than one option and/or update their selection. Similarly, you can choose whether or not the results of the Choice activity are made available to your students, when that information may be made available to students, and whether or not that information is anonymous.

Some possible uses for the Choice activity include:

  • asking your students to gauge their confidence at how they are progressing through the unit's materials
  • kickstarting a discussion in class (or prior to class) with a challenging question
  • polling your students on which topic they want to review prior to the final examination or assignment
  • keeping track of changing responses to contentious or critical issues as the semester progresses.

The Choice activity is not suitable for the purposes of assessment. The Choice activity is a simple tool you can use to poll your students, it is not appropriate for acquiring complex information and is not integrated with the Gradebook for the capturing of marks.

A more suitable use of the Choice activity may be polling your students on which topic they want to review in class prior to the final examination or assignment.

The key feature of the Choice activity is its ability to gather information from your students, via a simple radio-button interface. As a teacher you are always able to view your students' responses, however depending on the Settings you have selected, you can choose whether to hide or show the responses to your students as appropriate.

The benefits of the Choice activity include its simple interface, and the ability to download and export your data.

Choice activity in MoodelDocs.

LEO Guide: How to set up a Choice activity

LEO Guide: How to export data from a Choice activity

iLearn at MacQuarie University. (2016). Choice in iLearn. [online] Retrieved from: http://mq.edu.au/iLearn/resources/choice.htm [Accessed 3 Jun. 2016].

Monash University. (2016). Using Choice to poll students. [online] Retrieved from: http://www.vle.monash.edu/supporttraining/learnbytech/moodle/activities/using-choice.html [Accessed 3 Jun. 2016].

Moodlerooms. (2012). Best practices: Supporting effective group work using Moodle Tools. [online] Retrieved from: http://www.moodlerooms.com/best-practices-supporting-effective-group-work-using-moodle-tools/ [Accessed 3 Jun. 2016].

Integrating an educational 3D game in Moodle

In this case study, the authors discuss how they designed an prototype of a learning activity activity titled 'ADVENTURES IN MATHEMTICS'; which in practice was an integration between the game Never Winter Nights, and the Learning Platform Moodle. The objective of their integrated learning activity was "[t]o complete an adventure in a sword-and-sorcery environment by cooperatively solving a set of problems to continue the adventure, with the support of an LMS" (2007, 407).

One of the examples given for this integration was of setting up a Choice activity within their Moodle unit; this Choice activity sets out the parameters of a discussion the student could have with a character within the game. The student interacts with the character via the Never Winter Nights game engine, but their answers were fed into, and their data was stored within Moodle (2007, 406).

Interactions within this learning environment included peer-to-peer, teacher to student, student to computer. The environment was designed for the purposes of enhancing both motivation, and a sense of community, within their student cohort.

Gonzalez, C. and Blanco, F. (2007). Integrating an educational 3D game in Moodle. Simulation & Gaming, 39(3), pp.399-413.

Gonzalez, C. and Blanco, F. (2007). Integrating an educational 3D game in Moodle. Simulation & Gaming, 39(3), pp.399-413.