Assessing Discord As LMS: An Evaluation Using Kirkpatrick’s Model Among University Students

Abstract

The contributions of lab demonstrators significantly increase the effective setting of lab sessions for certain subjects. By providing clear learning objectives and assessment criteria for course subjects, they help students effectively complete their assignments. Lab demonstrators maintain regular communication with students, keeping them informed about assignments, class materials, and notes, thereby creating a supportive as well as structured learning environment. Technically, they must use a designated online platform for effective material management and student communication. Recognizing the importance of a robust Learning Management System (LMS) in maintaining communication with students, lab demonstrators are now seeking a fresh platform to serve as the new LMS. Therefore, the Discord app is used in this study as the chosen platform, and its efficiency is evaluated. This paper employs Kirkpatrick's four-level evaluation model to specifically investigate the following: (i) student reactions to the effectiveness of Discord in terms of user engagement and learning resource accessibility; (ii) degree of knowledge and skills gained during the student learning session using Discord in terms of user engagement and learning resource accessibility; and (iii) student transfer of knowledge and skills from using Discord. Purposive sampling was used to choose a sample of 30 students who enrolled in specific courses offered by the faculty. The efficacy of Discord was assessed using behavioral surveys, feedback questionnaires, semi-structured interviews, and pre-and post-tests. According to the study, three of the four levels of Kirkpatrick's Model had evidence from the evaluation that was done. On a 5-point Likert scale, Discord received an average response of 4. The pre-and post-test results showed a good improvement in knowledge and skills, indicating learning. The behavioral surveys that were carried out also included questions about the evidence of knowledge transfer, skill transfer, and continued use of Discord after the course ended. As a result, the findings benefit the stakeholders and lecturers by encouraging them to keep using Discord in place of the university's learning management system for their lab demonstrators.