scholarly journals Teachers’ Perception of Advantages and Disadvantages of Kahoot!

2021 ◽  
Vol 10 (4) ◽  
pp. 49
Author(s):  
Abouzar Rajabpour
Keyword(s):  
Student Response ◽  
Visual Aids ◽  
Student Response Systems ◽  
Focus Group Interviews ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Gcc Countries ◽  
The World ◽  
Response Systems ◽  
Group Interviews

Many instructors around the world have been using different Game-based Student Response Systems due to the rise in the variety and availability of digital educational and commercial games. Kahoot, one of the most popular among these systems, provides a game experience by combining theory of intrinsic motivation and game-flow with the help of audio/visual aids. In spite of the numerous attempts to evaluate this game-based tool according, limited research has focused on teachers’ perceptions of the potential strengths and weaknesses of Kahoot, specifically in GCC countries.  Employing focus group interviews, this study attempts to shed some light on the potential advantages and disadvantages of Kahoot by gathering the views of teachers who work at the Center for Preparatory Studies at a university in Oman. Results indicate that although teachers believe that Kahoot is qualified with several positive features, it still suffers from several disadvantages in which it can definitely improve.

scholarly journals Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS

2013 ◽  
Vol 21 ◽  
Author(s):  
Kjetil L. Nielsen ◽  
Gabrielle Hansen ◽  
John B. Stav
Keyword(s):  
Student Attitudes ◽  
Negative Impact ◽  
Teacher Commitment ◽  
Student Response ◽  
Learning Technology ◽  
Audience Response ◽  
Student Response Systems ◽  
Significant Negative Impact ◽  
Response Systems ◽  
Group Interviews

In this article, we describe and discuss the most significant teacher-centric aspects of student response systems (SRS) that we have found to negatively affect students’ experience of using SRS in lecture settings. By doing so, we hope to increase teachers’ awareness of how they use SRS and how seemingly trivial choices or aspects when using SRS can have a significant negative impact on students’ experiences, especially when these aspects are often repeated. We cover areas such as consistency when using SRS, time usage, preparation, the experience level of the teachers with regard to SRS, teacher commitment and attitudes, teacher explanations, and how students fear that voting results can mislead the teacher. The data are based on 3 years of experience in developing and using an online SRS in classroom lectures, and they consist of focused (semistructured) student group interviews, student surveys and personal observations.Keywords: audience response systems; clickers; student attitudes; teaching pitfalls(Published: 11 June 2013)Citation: Research in Learning Technology 2013, 21: 18989 - http://dx.doi.org/10.3402/rlt.v21i0.18989

scholarly journals Student Response Systems: a rationale for their use and a comparison of some cloud based tools

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Martin Compton ◽  
Jason Allen
Keyword(s):  
Student Response ◽  
Student Response Systems ◽  
Score Analysis ◽  
Response Systems ◽  
Analysis System

Student Response Systems (SRS) take many forms but we argue that there are compelling reasons to use some form of SRS in lectures and seminars at some points in the year, irrespective of subject taught and setting. Deciding which tool to use can be a challenge which is why we have selected a range of cloud based SRS types with varying functions and levels of difficulty and offer reviews of each here using the 'SCORE' analysis system enabling the reader to compare the perspectives of experienced users of each tool before trialling one or more of them. The tools we review here are:  Todaysmeet, Slido, Polleverywhere, Mentimeter, Socrative, Kahoot and Zeetings.** Note from Authors 17th May 2018: Since publication we have received notice that Todaysmeet will cease operating in June 2018

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>

Attitudes Toward the Use of Student Response Systems Survey

2013 ◽  
Author(s):  
Terri Friedline ◽  
Aaron R. Mann ◽  
Alice Lieberman
Keyword(s):  
Student Response ◽  
Student Response Systems ◽  
Response Systems

Student Response Systems for Active Learning

2011 ◽  
pp. 803-807
Author(s):  
Lisa Byrnes ◽  
Stephanie J. Etter
Keyword(s):  
Active Learning ◽  
Subject Matter Expert ◽  
Student Response ◽  
Cognitive Resources ◽  
Student Response Systems ◽  
Wrong Answer ◽  
Male And Female ◽  
Passive Learning ◽  
Learner Centered ◽  
Response Systems

The importance of a student’s involvement in learning is well documented and well known. It is easy to sum up research related to active learning by simply saying, “students who participate in the learning process learn more than those who do not” (Weaver & Qi, 2005, p. 570). Active learning seeks to create a learner-centered environment and engage students as active participants in their education. The opposite of this is passive learning, which is thought of as the traditional way of teaching where the professor is a subject matter expert whose role is to convey the knowledge to an audience of students (Barr & Tagg, 1995). While the success of active learning is well documented, some instructors may find it difficult to fully engage students as active learners in the classroom. Active learning requires student participation, which is easier for some students than it is for others. Larkin and Pines (2003) found theF common practice of calling on students to promote active learning in the classroom resulted in a “clear and unmistakable pattern of avoidance behavior as reported by both male and female students” because many students seek ways to avoid the psychologically unpleasant situation of providing the wrong answer and looking foolish. Larkin and Pines (2003) argue that if a student’s emotional and cognitive resources become directed towards avoiding the immediate threat of being called on, then arguably the practice of calling on students may reduce active learning, which was the intended goal of calling on the student in the first place. Fortunately, educational technologies are able to assist in this challenge.

scholarly journals Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

2020 ◽  
Vol 10 (12) ◽  
pp. 348
Author(s):  
Rosario I. Herrada ◽  
Raúl Baños ◽  
Alfredo Alcayde
Keyword(s):  
Visual Analytics ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Student Response ◽  
Student Response Systems ◽  
Social Sciences And Humanities ◽  
Multidisciplinary Analysis ◽  
Word Clouds ◽  
Teachers And Students ◽  
Response Systems

In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

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