A question–answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning

Ataş, Amine Hatun; Delialioğlu, Ömer

doi:10.1080/10494820.2017.1283331

Cited by 20 publications

(10 citation statements)

References 32 publications

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“…In our trial, the formative and summative exam scores of the participants from the PB-ARS group improved marginally compared with those of the control group. This is different from previously reported findings [ 27 , 28 ]. Stowell and Nelson reported a noticeable, but statistically insignificant improvement in student learning curves [ 29 ].…”

Section: Discussioncontrasting

confidence: 99%

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

et al. 2020

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Background The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students’ perception of PB-ARS. Methods This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2’s participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. Results Twenty-nine and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p = 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p = 0.560). There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p = 0.183). Conclusion PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

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Section: Discussioncontrasting

confidence: 99%

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

et al. 2020

View full text Add to dashboard Cite

show abstract

“…In our trial, the formative and summative exam scores of the participants from the PB-ARS group improved marginally compared with those of the control group. This is different from previously reported ndings [27,28]. Stowell and Nelson reported a noticeable, but statistically insigni cant improvement in student learning curves [29].…”

Section: Discussioncontrasting

confidence: 99%

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Alharbi

Alazmi

Momani

et al. 2020

Preprint

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Background: The advent of electronic teaching facilities improves tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive pedagogy tool to enhance the retention of orthodontic information by dental students; and to explore the students’ perception of PB-ARS. Methods: This cross-over clustered randomised control trial included 34 males who were in the final year of their undergraduate dental training. Participants were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures (L 1 and L2) a week apart. During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants, (PB-ARS group) while G2’s participants acted as a control group (CG), and were taught using a traditional presentation. In the second week (L2), the interventions were crossed-over. Participants from both groups completed pre- and post-lecture multiple-choice questionnaires (MCQ) to assess their short-term retention of information. Their performance in the final MCQ exam (10 weeks following L2) was tracked to assess the long-term retention of the information. Participants also completed post-lecture questionnaires to evaluate their perceptions. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in the PB-ARS group showed an improvement in their immediate post-lecture scores compared with 79.3% for the CG, it was statistically insignificant (p= 0.465). Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge (p=0.560).There was a mildly but favourable attitude of students towards the use of PB-ARS. However, the difference in the overall level of satisfaction between both groups was statistically insignificant (p=0.183).Conclusion: PB-ARS has a minimal and insignificant effect on the short- and long-term retention of orthodontic knowledge by male undergraduate dental students. PB-ARS was the preferred adjunct tool to conventional classroom teaching. Due to the limitations of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

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“…In this trial, the formative and summative exam scores of the participants from the PB-ARS group improved marginally compared to those from the control group; this is different from previously reported ndings [18,19]. Stowell and Nelson reported a noticeable, but statistically not signi cant, improvement in students learning curves [20].…”

Section: Discussioncontrasting

confidence: 97%

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Alharbi

Alazmi

Momani

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: The advent of electronic teaching facilities improved tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive and interactive model to traditional pedagogy, on the retention of information by undergraduate dental students and to explore the students’ perception and acceptance of PB-ARS. Methods: This cross-over clustered randomised control trial was conducted with 34 final year undergraduate dental students, who were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures a week apart (L 1 and L2). During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants (PB-ARS group). In contrast, G2’s participants acted as a control group (CG), and they were taught using the traditional presentation. In the second week (L2), the interventions were crossed. Participants from both groups completed pre- and post-lecture multiple-choice questions (MCQ) to assess short-term retention of information. They also filled post-lecture questionaries' to determine their perceptions of teaching delivery. Their performance in the final MCQ exam (10 weeks following L2) were used assess the long-term recall of the obtained knowledge. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in PB-ARS group showed an improvement in their post-lecture scores compared to 79.3% for CG, it was statistically insignificant. Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge.There was a mildly favourable attitude of students to the PB-ARS system; however, the difference in the overall rate of the level of satisfaction in both was statistically insignificant.Conclusion: PB-ARS system has a minimal insignificant effect on short- and long term retention of knowledge of the undergraduate dental students, though it was a slightly more preferred adjunct to conventional classroom teaching. Due to the limitation of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

show abstract

A question–answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning

Cited by 20 publications

References 32 publications

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

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