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 A study on the adoption of clickers in higher education

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Kumar Laxman
Keyword(s):  
Undergraduate Students ◽  
Instructional Delivery ◽  
Great Promise ◽  
Audience Response ◽  
Audience Response Systems ◽  
Instructional Environments ◽  
Response Systems ◽  
Technological University ◽  
Technological Affordances

<span>Audience response systems or 'clickers' are being used widely in both large and small educational settings. Clickers leverage upon a number of technological affordances to allow for adaptive and flexible learning to be accomplished. To promote active learning in its classrooms, Nanyang Technological University (NTU) in Singapore rolled out a campus-wide initiative called "Learning that Clicks!" on using the interactive technology of clickers. This initiative will enable the necessary transformation of pedagogy and learning design to support the epistemological paradigm shift of becoming more student-centric in nature. This preliminary study attempted to investigate the experiences of undergraduate students in learning in clicker-supported instructional environments. A survey consisting of nine items was administered to 640 students from 12 classes in the Engineering, Humanities and Sciences schools to solicit their views on the effectiveness of clicker technology as an instructional device. Generally, students felt that the use of clickers has improved the quality of their learning experiences. Overall, this study reveals that clicker technology offers great promise in promoting more collaborative and engaging learning environments and innovating instructional delivery, provided lecturers apply sound pedagogical principles in their teaching.</span>

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. .

Millennial Student Preference of Audience Response System Technology

2017 ◽  
Vol 4 (1) ◽  
pp. 4-9
Author(s):  
Stephen L. Firsing ◽  
John F. Yannessa ◽  
Fredanna A. D. McGough ◽  
John Delport ◽  
Mariel C. Po ◽  
...  
Keyword(s):  
Public Health ◽  
Undergraduate Students ◽  
Audience Response System ◽  
Audience Response ◽  
Audience Response Systems ◽  
Millennial Students ◽  
Response System ◽  
Quasi Experimental ◽  
Response Systems ◽  
Research Studies

Previous research studies have found that audience response systems or “clickers” provide significant classroom, learning, and assessment benefits in higher education. However, there are few to no research studies that have pitted popular clicker systems against each other using data collected from a sample of millennial students in public health–related professions. As a result, the purpose of this study was to compare two popular audience response systems in the college classroom with undergraduate students, specifically those studying public health. The study was implemented using a mixed methods quasi-experimental crossover design with three observation points over one academic year. Both qualitative and quantitative data were collected. Findings suggest that undergraduate students prefer using a dedicated “clicker” system to respond to questions from an audience response system than a system that requires them to use their personal cell phones.

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 USING ONLINE STUDENTS RESPONSE SYSTEM PLATFORMS AS INTEGRATING TECHNOLOGY ON ENGLISH FOR MANAGEMENT LEARNERS’ READING COMPREHENSION.

2020 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Iswatin Iswatin
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Online Students ◽  
Significant Difference ◽  
Post Test ◽  
Response Systems ◽  
Management Students

Teaching reading not only reads the literature but also comprehends the text, including in teaching ESP reading. Several issues in teaching ESP reading comprehension can be barrier for the success of the teaching and learning process which needs to integrate technology such as smartphone that come up as media to make teaching strategy run well. Online Students Response Systems platform via smartphone can be one of alternatives for teaching reading. This study was aimed to know the effect of Students Response Systems using (Kahoot! and Socrative) toward English for Management students reading comprehension. D1 Equivalent English program students was engaged, 37 (7 males and 30 females) from Management students of A-class as treatment group while control group from B class consisted of 38 students (6 males and 32 females). Quantitative quasi experimental and descriptive quantitative survey as the designs of this study. Pre and posttest as the first instrument analyzed by using T-test while Likert-scale questionnaire as the second instrument analyzed to find the frequencies and percentages. The result shows that the increasing correlation between pre-test and post-test in treatment group is 64,1%, while the increasing correlation between pretest and post-test in control group is 30,8%. The post-test scores of both two groups in Independent T-test showed significant difference improvement with the score of Sig. is 0,670 > 0,05 and the score in “equal variances assumed” showed that significance 2 tail (t-tailed) is 0.000 < 0.05. From that result, teaching using SRS (Kahoot! and Socrative) is effective for enhancing Management learners’ reading comprehension. The students’ perspectives related to the SRS (Kahoot! and Socrative) usage is dominated by positive perceptions’ statement of agree and strongly agree. However, this study found factor that necessary to be consideration that is accommodating the time management.  

scholarly journals A strategic assessment of audience response systems used in higher education

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Robin H. Kay ◽  
Ann LeSage
Keyword(s):  
Control Device ◽  
Audience Response System ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Response System ◽  
Assessment Feedback ◽  
Strategic Assessment ◽  
Response Systems ◽  
Based Instruction

<span>An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended.</span>

scholarly journals Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Elizabeth Riley ◽  
Natalie Capps ◽  
Nicole Ward ◽  
Leslie McCormack ◽  
Judy Staley
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Learning Technologies ◽  
Audience Response ◽  
Clinical Learning ◽  
Audience Response Systems ◽  
Course Performance ◽  
Significant Difference ◽  
Response Systems ◽  
Quantitative Results

This study explores the effect of rapidly transitioning an in-person pre-licensure nursing specialty course to remote instruction during the COVID-19 pandemic. The redesign included the following learning technologies: live and recorded whiteboard lectures with Socratic-style questioning, electronic audience response systems, remote simulations, and virtual unfolding case studies to replace didactic and clinical learning experiences. Quantitative results indicate that learning quality was sustained, with no significant difference in students’ course performance or satisfaction. These specific technologies can be utilized in any discipline-specific course during emergency remote instruction to promote essential student-to-student and faculty-to-student interactivity.

scholarly journals Audience Response Software as a Learning Tool in University Courses

2020 ◽  
Vol 10 (12) ◽  
pp. 350
Author(s):  
Ana María Díez-Pascual ◽  
María Pilar García García Díaz
Keyword(s):  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Positive Effects ◽  
Frequency Of Use ◽  
Questions And Answers ◽  
Information And Communication ◽  
Teaching Learning

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

scholarly journals Donepezil for mild cognitive impairment in Parkinson’s disease

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kyoungwon Baik ◽  
Seon Myeong Kim ◽  
Jin Ho Jung ◽  
Yang Hyun Lee ◽  
Seok Jong Chung ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Treatment Group ◽  
Outcome Measures ◽  
Rating Scale ◽  
Secondary Outcome ◽  
Control Group ◽  
Significant Difference

AbstractWe investigated the efficacy of donepezil for mild cognitive impairment in Parkinson’s disease (PD-MCI). This was a prospective, non-randomized, open-label, two-arm study. Eighty PD-MCI patients were assigned to either a treatment or control group. The treatment group received donepezil for 48 weeks. The primary outcome measures were the Korean version of Mini-Mental State Exam and Montreal Cognitive Assessment scores. Secondary outcome measures were the Clinical Dementia Rating, Unified Parkinson’s Disease Rating Scale part III, Clinical Global Impression scores. Progression of dementia was assessed at 48-week. Comprehensive neuropsychological tests and electroencephalography (EEG) were performed at baseline and after 48 weeks. The spectral power ratio of the theta to beta2 band (TB2R) in the electroencephalogram was analyzed. There was no significant difference in the primary and secondary outcome measures between the two groups. However, the treatment group showed a significant decrease in TB2R at bilateral frontotemporoparietal channels compared to the control group. Although we could not demonstrate improvements in the cognitive functions, donepezil treatment had a modulatory effect on the EEG in PD-MCI patients. EEG might be a sensitive biomarker for detecting changes in PD-MCI after donepezil treatment.

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