Affordances of Audience Response Systems: Effects of Instant and Regular Feedback

2021 ◽  
Author(s):  
Ricardo Tamayo Osorio ◽  
Johanna Sánchez-Mora ◽  
Javier Corredor-Aristizábal
Keyword(s):  
Ecological Validity ◽  
Superior Performance ◽  
Control Group ◽  
Audience Response ◽  
Wireless Devices ◽  
Audience Response Systems ◽  
Response Systems ◽  
Paper And Pencil ◽  
Psychology Course ◽  
Experimental Group

Abstract Audience Response Systems (ARS), also known as clickers, are wireless devices commonly used in instruction. The present study explored the effects of ARS on students’ performance in an introductory psychology course. The study also described the trajectories of students during the course. Participants in the experimental group used ARS to solve ten true/false questions throughout a three-hour lecture, held once a week. They received feedback immediately after providing an answer. The control group was exposed to the same questions in a paper-and-pencil format at the beginning of each lecture. They received feedback after seven days. The key dependent variable was quantitative performance on course quizzes and exams. Results show that students in the experimental group had statistically significant superior performance compared to the control group. Additionally, analysis of learning trajectories of students in both groups showed that the ARS group gradually progressed to higher performance, whereas the paper-and-pencil group maintained similar performance through the study. These results are discussed within the context of previous findings related to the effects of ARS on instruction. Particularly, we revisit research related to environmental affordances, learning monitoring, motivational factors, feedback density, and ecological validity. .

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

scholarly journals Examining the impact of audience response systems on student performance in anatomy education: a randomised controlled trial

2018 ◽  
Vol 63 (1) ◽  
pp. 16-21
Author(s):  
Stuart J Fergusson ◽  
Justine J Aka ◽  
Catherine M Hennessy ◽  
Andrew J Wilson ◽  
Simon H Parson ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Test Performance ◽  
Controlled Trial ◽  
Control Group ◽  
Audience Response ◽  
Anatomy Education ◽  
Audience Response Systems ◽  
Response Systems ◽  
The Impact

Background and aims Electronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response systems in undergraduate education has so far produced mixed, inconclusive results. We investigated the impact of audience response systems on short- and long-term test performance, as well as student perceptions of the educational experience, when integrated into undergraduate anatomy teaching. Methods and results A cohort of 70 undergraduate medical students was randomly allocated to one of the two groups. Both groups received the same anatomy lecture, but one group experienced the addition of audience response systems. Multiple-choice tests were conducted before, immediately after the lecture and again 10 weeks later. Self-perceived post-lecture subject knowledge, confidence and enjoyment ratings did not differ between groups. Test performance immediately following the lecture improved when compared against baseline and was modestly but significantly superior in the group taught with audience response systems (mean test score of 17.3/20 versus 15.6/20 in the control group, p = 0.01). Tests conducted 10 weeks after the lecture showed no difference between groups (p = 0.61), although overall a small improvement from the baseline test was maintained (p = 0.02). Conclusions Whilst audience response systems offer opportunities to deliver novel education experiences to students, an initial superiority over standard methods does not necessarily translate into longer term gains in student performance when employed in the context of anatomy education.

scholarly journals Induced Empathy Moderates Emotional Responses to Expressive Qualities in Music

2020 ◽  
pp. 102986492097472
Author(s):  
Katherine O’Neill ◽  
Hauke Egermann
Keyword(s):  
Ecological Validity ◽  
Emotional Responses ◽  
Control Group ◽  
Causal Mechanism ◽  
Music Listening ◽  
Psychological Mechanisms ◽  
Priming Paradigm ◽  
Valence And Arousal ◽  
Experimental Group

Recent research has explored the role of empathy in the context of music listening. Here, through an empathy priming paradigm, situational empathy was shown to act as a causal mechanism in inducing emotion, although the way empathy was primed had low levels of ecological validity. We therefore conducted an online experiment to explore the extent to which information about a composer’s expressive intentions when writing a piece of music would significantly affect the degree to which participants reportedly empathise with the composer and in turn influence emotional responses to expressive music. A total of 229 participants were randomly assigned to three groups. The experimental group read short texts describing the emotions felt by the composer during the process of composition. To control for the effect of text regardless of its content, one control group read texts describing the characteristics of the music they were to hear, and a second control group was not given any textual information. Participants listened to 30-second excerpts of four pieces of music, selected to express emotions from the four quadrants of the circumplex theory of emotion. Having heard each music excerpt, participants rated the valence and arousal they experienced and completed a measure of situational empathy. Results show that situational empathy in response to music is significantly associated with trait empathy. As opposed to those in the control conditions, participants in the experimental group responded with significantly higher levels of situational empathy. Receiving this text significantly moderated the effect of the expressiveness of stimuli on induced emotion, indicating that it induced empathy. We conclude that empathy can be induced during music listening through the provision of information about the specific emotions of a person relating to the music. These findings contribute to an understanding of the psychological mechanisms that underlie emotional responses to music.

How to Use audience response systems

2014 ◽  
Vol 25 (5) ◽  
pp. 294-296 ◽  
Author(s):  
Harish Thampy ◽  
Zirva Ahmad
Keyword(s):  
Audience Response ◽  
Audience Response Systems ◽  
Response Systems

GROUP WORK IN EVALUATION OF PRIMARY SCHOOL STUDENTS’ KNOWLEDGE ABOUT CARBOHYDRATES

2017 ◽  
Author(s):  
Meliha Zejnilagić-Hajrić ◽  
◽  
, Adel Polutak ◽  
Ines Nuić ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Group Work ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Evaluation Group ◽  
Paper And Pencil ◽  
Experimental Group ◽  
Test Of Knowledge

In this research two different ways of students' reviewing their knowledge in chemistry about carbohydrates are described: group work and discussion with teacher. In experimental group (EG) students were working in groups on their assignments, while in control group (CG) discussion led by teacher was implemented. Results showed better EG students’ achievements on paper-and-pencil test of knowledge on the following class. Keywords: evaluation, group work, teacher-led discussion, carbohydrates.

scholarly journals Effects of Presentation- Assimilation- Discussion (PAD) Class Teaching Model on Learning Attitudes of Nursing Students --- Taking the “Nursing Psychology” Course as an Example

2018 ◽  
Vol 2 (2) ◽  
pp. 33
Author(s):  
Zhiping Liu ◽  
Menglin Yue
Keyword(s):  
Nursing Students ◽  
Statistical Significance ◽  
Junior Colleges ◽  
Control Group ◽  
Teaching Model ◽  
Teaching Mode ◽  
Learning Attitudes ◽  
Before And After ◽  
Psychology Course ◽  
Experimental Group

 Purpose: to explore and discuss the effects of PAD Class Teaching Model on nursing students who are expected to enter undergraduate schools from junior colleges. Method: Randomly select 112 students from two classes (2016) who are expected to enter undergraduate schools from junior colleges in a medical school in Pingdingshan, and divide them into a control group and an experimental group using a method of cluster randomization. In the teaching process of “Nursing Psychology”, the control group and the experimental group respectively adopted the traditional teaching mode and the PAD class teaching mode. After the implementation of one semester, compare the nursing students’ learning attitudes change before and after the implementation. Results: The scores of the nursing students in the experimental group at the three latitudes of learning interests, learning habits, and professional cognition were significantly higher than those of the control group, and the differences have statistical significance (P<0.05). Conclusions: PAD class teaching mode helps improve nursing students’ learning attitudes.

scholarly journals 15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems

2011 ◽  
Vol 1 ◽  
pp. 85
Author(s):  
Tim Pelton ◽  
Leslee Francis Pelton ◽  
Mary Sanseverino
Keyword(s):  
Audience Response ◽  
Evaluation Tool ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Perceived Need ◽  
Large Size ◽  
Response Systems ◽  
Support Teacher ◽  
The University ◽  
The Impact

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.

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