scholarly journals A Comparison And Evaluation Of Personal Response Systems In Introductory Computer Programming

2020 ◽  
Author(s):  
K-Y Daisy Fan ◽  
Clare van den Blink
Keyword(s):  
Computer Programming ◽  
Personal Response Systems ◽  
Response Systems ◽  
Introductory Computer Programming

Effective learning in science: The use of personal response systems with a wide range of audiences

2011 ◽  
Vol 56 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Karen Moss ◽  
Mark Crowley
Keyword(s):  
Personal Response Systems ◽  
Effective Learning ◽  
Wide Range ◽  
Response Systems

scholarly journals Aplicación de la plataforma KAHOOT en asignaturas de Ingeniería de Fabricación

2016 ◽  
Author(s):  
M. A. Sellés ◽  
S. Sánchez Caballero ◽  
Elena Pérez Bernabeu
Keyword(s):  
Personal Response Systems ◽  
Response Systems

En los últimos años han aparecido varias herramientas online de apoyo a la docencia, dejando a los Personal Response Systems como sistemas obsoletos. Entre ellas, KAHOOT es de la más utilizada a nivel mundial. En este trabajo se utilizan dos asignaturas de Ingeniería de Fabricación para poner en práctica esta plataforma durante dos cursos académicos. Los resultados obtenidos en cuanto a la mejora académica y de motivación de los alumnos hacen totalmente aconsejable el uso de esta plataforma gratuita en las clases de Ingeniería.

scholarly journals Technology-engagement Teaching Strategy Using Personal Response Systems on Student’s Approaches to Learning to Increase the Mathematics Pass Rate

10.28945/4393 ◽  
2019 ◽  
Vol 18 ◽  
pp. 331-353 ◽  
Author(s):  
Sibongile S Simelane-Mnisi ◽  
Andile Mji
Keyword(s):  
Academic Performance ◽  
Teaching Practices ◽  
Teaching Strategy ◽  
Approaches To Learning ◽  
Pass Rate ◽  
Personal Response Systems ◽  
Response System ◽  
Strategic Approach ◽  
Personal Response System ◽  
Response Systems

Aim/Purpose: The purpose of the current study was to investigate whether the effectiveness of the Technology-engagement Teaching Strategy using personal response systems with student’s approaches to learning will increase the pass rate in the Mathematics course Background: The challenge in this study was to develop the learning activities that accommodate individual differences and diversity in learning. Furthermore, Studies investigating students’ approaches to learning have mostly done this in a face-to-face learning environment as opposed to incorporate exploration thereof when integrating educational technology. Methodology: A mixed method approach was used. The basis of using this method was a combination of quantitative and qualitative approaches which gives a clearer understanding of research problems than either approach alone. Participants were 240 students registered for Mathematics II at a study University of Technology in South Africa. Purposeful, convenience and simple random sampling were used to select the participants. Contribution: No study that has investigated the utility of personal response systems with students’ approaches to learning is currently available as observed by the researcher. In this case, the combination of the two variables in this study makes it unique and therefore important in contributing to the body of knowledge focusing on the role of technology in pedagogy. Findings: The results showed that while the majority of students followed the Strategic Approach the same Technology-engagement Teaching Strategy was used for students following Surface Approaches. The Technology-engagement Teaching Strategy was developed in such a manner to accommodate students following different approaches. The personal response system continuous assessments, as well as the semester test, revealed the improvement in academic performance as well as the increase in mathematics pass rates. It was also found that using personal response system enhances students’ mathematical communication skills, and helps to develop the skills needed to write and read mathematical proofs. Recommendations for Practitioners: It is recommended that academics take into consideration the students approaches to learning in their teaching practices. It is crucial that lecturers take advantage of technology to enhance their teaching practices and decrease the fear of the unknown and open up to new innovations in teaching. Recommendation for Researchers: It is recommended that the use of personal response systems should be explored in different mathematics settings (different lectures and universities). Such an exploration according to the researcher will be useful in endorsing what has been reported in this paper. Impact on Society: The results revealed that the Strategic Approach was the most dominant among the participants in this study. The results also showed the improvement in students’ academic performance as well as the number of students who passed increased. Future Research: A further research study could be conducted with students in a different discipline where poor academic performance is experienced.

scholarly journals Innovative Involvement not Embarrassing Intervention: Using Technology to Connect with Students without Treading on Virtual Toes

2009 ◽  
Vol 9 (4) ◽  
pp. 240-245 ◽  
Author(s):  
Emily Allbon
Keyword(s):  
Social Networking ◽  
Law Students ◽  
Personal Response Systems ◽  
Response Systems ◽  
Social Networking Tools

AbstractEmily Allbon recounts her experiences in integrating social networking tools into her work with law students and, in particular, how she has integrated them with her prize-winning portal – Lawbore. She also documents her use of personal response systems in her teaching sessions.

The Impact of Personal Response Systems on Students' Learning Performance

2018 ◽  
pp. 234-250
Author(s):  
Simon C. H. Chan ◽  
Stephen Ko
Keyword(s):  
Theoretical Model ◽  
Contextual Factors ◽  
Learning Performance ◽  
Educational Settings ◽  
Personal Response Systems ◽  
Advantages And Disadvantages ◽  
Response Systems ◽  
The Impact

Personal response systems (PRSs) are prevalent across a range of educational settings, and this increasing importance has prompted many researchers to examine their various aspects. Their effects on students' learning performance have three main categories of antecedents: the learners' characteristics, the instructors' characteristics, and other contextual factors. A theoretical model is developed on the effects of PRSs on students' learning performance. This chapter describes the characteristics of PRSs, reviews their advantages and disadvantages, and proposes a theoretical model of their antecedents on students' learning performance. It concludes by exploring research implications and directions for future PRS research.

Principles of a Casual Serious Game to Support Introductory Programming Learning in Higher Education

2017 ◽  
pp. 53-78
Author(s):  
Adilson Vahldick ◽  
Maria J. Marcelino ◽  
António J. Mendes
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Computer Programming ◽  
Fast Learning ◽  
Casual Games ◽  
Game Features ◽  
Interesting Approach ◽  
Programming Skills ◽  
Introductory Classes ◽  
Introductory Computer Programming

Casual games are characterized for their fast learning curve. Casual games tasks usually are short and have increasing difficulty. This seems an interesting approach to learn and practice introductory computer programming concepts for students that face difficulties. Many of serious games intended to support computer programming learning are commercial and aimed at children. Also only a few of those described in the literature are available to teachers. This chapter describes the development of a new game that aims to support introductory computer programming learning and its pilot study with three undergraduate introductory classes. The chapter proposes a set of design principles that might be useful in the development of casual games to support computer programming learning. These principles resulted from the experiment and include game features that were considered important to engage students and to improve some students' computer programming skills.

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