Questions for Classroom Response Systems and Teaching Instrumental Element Analysis

Asking students questions is a central, although understudied and underappreciated, ingredient of teaching. Formative questioning provides many opportunities for teachers and students, e.g. to practice skills and receive feedback. Among other approaches, classroom response systems (CRSs), which run on the mobile electronic devices of students, facilitate such active engagement of students in the lecture hall. This paper presents an overview on questions for teaching with a focus on questions for CRSs and provides considerations and brief guidelines for the development of multiple-choice questions. Examples from a mid-sized analytical chemistry lecture illustrate additional challenges and different probes for potential misconceptions. Moreover, limitations of valid interpretation of students' responses are emphasized. This leads to a discussion of the value of incorporating prompts for justifications into questions.

Game Based Pedagogy System for Assessment using Features Like OCR and Speech-To-Text Recognition

Game-based learning is an approach to learning where gaming concepts are implemented in learning tasks designed by teachers. Here, learning activities boost a student’s commitment and inspiration to learn. Components of game-based learning include quizzes, point systems, leader boards, and classroom response systems. With the advancements in the field of education, game-based learning has proven that it is a utilitarian option in improving a student’s assessment where paper-based evaluation is not possible. Various Game-Based Learning Systems have been built previously and, in this paper, we have compared 11 existing models based on various factors like cost, quiz customization options, mobile support, etc. We have also pointed out the benefits and limitations of these systems. None of these systems give a complete set of all the features without being exorbitantly costly. So, we aspire to assemble a credible teaching project where all aspects would be included in a single application for the complete assessment of every student. The system has several key features like OCR, Speech to Text recognition, anti-cheating tools, and feedback after the quiz. For executing OCR, we have used OpenCV because of its extensive admiration and for Speech-to-Text Recognition (STR), we have adopted the SpeechRecognition library because it is quite adaptable. This system aims at reducing the workload of teachers by creating a test by scanning the questions with the help of OCR or by using STR so the teacher need not type the question and also by assessing students based on their scores

Classroom Response Systems: Inclusion, Attainment and Active Learning

The ‘clickers project’ is a University-wide project, designed to provide an inclusive facility for technology-enhanced learning to staff and students.Every level 4 student received a free clicker device. Students were asked to register their clicker using the University’s virtual learning environment (VLE) in order to investigate student engagement with in-class quizzes using clickers. Participation in the clicker registration process was recorded and evaluated as an indication of engagement with classroom technologies.Overall, significant differences in progression and participation in the registration process were observed with respect to ethnicity, gender and non-continuation rates for full-time, first degree entrants. In an accompanying survey, students who were less confident in their in-class responses were more likely to resist working with peers or to give-up more quickly when tackling difficult questions.This paper presents three key elements of the project: First, Kingston University’s inclusive approach in promoting classroom technology, second, analysis of engagement with the clicker registration process, and finally student perceptions of the use of classroom technologies. The objective is to show how classroom technologies can be seen as inclusive tools for feedback, capable of providing early signs of gaps in attainment among learners.

Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey

Classroom response systems (clickers) have been found to engage and attract student attention and facilitate the practical application of key ideas to solve problems. This study was designed to investigate the effects of clicker use on problem-solving among adult learners. A self-administered questionnaire was distributed to 60 students after giving them actual case studies for problem-solving using PowerPoint slides. An equal number of participants were assigned to each of the control (n=30) and experimental groups (n=30). Although both groups engaged in the same problem-solving tasks, the experimental group used clickers as a learning tool in the classroom. Data were analyzed using frequency, means, exploratory factor analysis, the Friedman ranking test, and linear regression analysis. The study findings revealed overall positive responses toward using clickers in the classroom. They also suggested that clickers encouraged thinking and problem-solving. It is concluded that problem-solving learning in adult education appears to be more effective when accompanied by clicker use than through conventional teaching methods.Received: 26 September 2019Accepted: 04 March 2020Published online: 19 May 2020