scholarly journals Using Mentimeter to enhance learning and teaching in a large class

2020 ◽  
Author(s):  
Ma Mohin ◽  
Leonine Kunzwa ◽  
Sagar Patel
Keyword(s):  
Formative Assessment ◽  
Large Class ◽  
Classroom Environment ◽  
Positive Impact ◽  
Good Practice ◽  
Student Response ◽  
Assessment Model ◽  
Student Response System ◽  
Learning And Teaching ◽  
Response System

Mentimeter is a web-based Clicker, Audience Response System (ARS) or Student Response System (SRS) which allows students to answer digital questions using a mobile device. It has the potential to transform the classroom environment into a more interactive, engaging and inclusive one. In this paper, a brief literature review has been provided which addresses the benefits of using ARS including Mentimeter in a large class. Also, the mechanics behind how the workings of the Mentimeter, its features and applications have been evaluated, in order, to offer the instructors with the insights about using Mentimeter for their own practice. Finally, a case study has been explained where Mentimeter was used for the formative assessment. In the present study, a Mentimeter formative assessment model has been developed which can be implemented as a good practice in Higher Education (HE). A survey on perception of students about using Mentimeter has been assessed; from the results, it is evident that using Mentimeter has a positive impact on students’ attitude and performance, learning environment and technical aspects. These results will be further discussed by linking pedagogical theories and its benefits.

scholarly journals Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

2021 ◽  
Vol 37 (5) ◽  
pp. 61-76
Author(s):  
Sergio Tirado-Olivares ◽  
Ramón Cózar-Gutiérrez ◽  
Rebeca García-Olivares ◽  
José Antonio González-Calero
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Student Response ◽  
Male Students ◽  
Student Response System ◽  
History Teaching ◽  
Inquiry Based Learning ◽  
Response System ◽  
Information And Communication

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females. Implications for practice or policy: The introduction of information and communication technology into history teaching brings active learning environments in higher education. Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs. Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment. Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.

scholarly journals INCREASING STUDENT ENGAGEMENT IN CLASS USING AN OPEN-ENDED STUDENT RESPONSE SYSTEM

2015 ◽  
Author(s):  
A.M. Kietzig ◽  
M. C. Orjuela-Laverde
Keyword(s):  
Student Engagement ◽  
Online Survey ◽  
Positive Impact ◽  
Active Participation ◽  
Student Response ◽  
Peer Instruction ◽  
Student Response System ◽  
Audience Response ◽  
Response System ◽  
Engineering Statistics

A student response system (SRS) is an adaptation of audience response system technology for the educational environment, designed specifically to enhance interaction and active participation in class. During the fall 2013 term, an open-ended student response system was used in an undergraduate engineering statistics course. Twenty-eight students (57%) completed an online survey at the end of term. Results suggest that the use of questions with an open response system had a positive impact on student engagement and motivation. The results also provide insights for the implementation of student response systems as a way to prompt student/instructor interaction, students’ active participation, peer instruction and group work during class time.

scholarly journals Re-engineering challenging and abstract topics using Kahoot!, a student response system.

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Maria Gebbels
Keyword(s):  
Research Methods ◽  
Classroom Environment ◽  
Real Life ◽  
Student Response ◽  
Methods Course ◽  
Small Scale ◽  
Student Response System ◽  
Exploratory Research ◽  
Multiple Choice Questions ◽  
Response System

The pervasive nature of digital technologies and students’ habitual use of them brings opportunities for their assimilation in the classroom environment. The Student Response System (SRS), Kahoot!, which allows students to provide answers to multiple-choice questions instantly was introduced in the research methods course. The motivation for using such technology was to reinforce the key concepts, often very abstract, consolidate students’ learning, provide them with real-life feedback, and help them to grow in their knowledge and confidence of the subject matter. This case study, based on a small scale exploratory research sample, showcases the benefits of incorporating SRS in the research methods tutorials, supported by student feedback, which include better conceptual understanding and increased motivation resulting in the transition from surface to deep learning.

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair
Keyword(s):  
Student Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Technology Enhanced Learning ◽  
Response System ◽  
Qualitative Thematic Analysis ◽  
Template Analysis ◽  
Depth Analysis

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

EXPERIENCE WITH STUDENT RESPONSE SYSTEM FOR INCREASING MOTIVATION, AND LEARNING IN CLASSES

2021 ◽  
Author(s):  
Jorge Feijoo ◽  
Leticia Pérez ◽  
Rocio Maceiras ◽  
Víctor Alfonsín ◽  
José Luis Salgueiro
Keyword(s):  
Student Response ◽  
Student Response System ◽  
Response System ◽  
Motivation And Learning
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