A strategic assessment of audience response systems used in higher education

Kay, Robin; LeSage, Ann

doi:10.14742/ajet.1152

Cited by 77 publications

(80 citation statements)

References 46 publications

(238 reference statements)

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“…To the best of the authors' knowledge, no other studies have to date combined ARSs and the intelligent analysis of the students' responses on a pharmacy course. This work is in line with the necessary evaluation and comparison of the specific ARS question types and format [24]. The results of the statistical study may be used to improve pharmacy degree students' human anatomy education.…”

Section: Introductionsupporting

confidence: 55%

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An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

et al. 2016

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Objective: This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback.Method: An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA.Results: A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M=4.59).

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Section: Introductionsupporting

confidence: 55%

“…Different learning and assessment strategies (peer-based learning, classroom discussion, the requirement of student preparation before class, interaction, attention, contingent teaching, summative assessment) can be used with an ARS [24]. How an ARS is used will determine its effectiveness.…”

Section: Surveymentioning

confidence: 99%

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

et al. 2016

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“…Al finalizar la semana 6 se aplicó un test de motivación con respecto al uso de las nuevas metodologías. Para ello se eligió el test validado y redactado en inglés propuesto por Kay & LeSage (2009b). La aplicación de esta tercera fase se extendió del mismo modo a los alumnos de Sociedades Prehistóricas y sus Entornos (grado de Historia).…”

Section: Tercera Faseunclassified

“…Estas herramientas son fáciles de implementar y aportan grandes beneficios al aprendizaje, así como a la motivación del alumnado (Kay & LeSage, 2009a;Kay & LeSage, 2009b;Sun, 2014). El uso de clickers, tales como Kahoot!…”

Section: Introductionunclassified

Uso De Herramientas Clickers en Sesiones Prácticas en Los Grados De Ingeniería Civil Y De Historia

Estévez¹,

Cantero-Chinchilla²,

Cantal³

et al. 2018

RIPADOC

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This work studies the impact on students' performance of inserting student-response-systems in practical lessons at the University of Córdoba. Innovative methodologies based on student-response-systems has been developed to be implemented during practical lessons in higher education. A pretest-posttest design is developed and presented in this work to assess the evolution in performance by the students of third course in Civil Engineering Grade at the University of Córdoba during a single course. Finally, motivational questionnaire towards the use of the innovative methodologies and clikers are filled by the students belonging to both Civil Engineering and History grades. The results of this pilot experience show a positive impact on the students' performance by a rapid feedback, in which a conceptual reminder at the beginning of the practical lessons allow to boost the enhancement. The motivational questionnaires described an overall positive students' awareness of the use of the methodologies and clickers. Both motivation and engagement are boosted by the application of the conceptual reminder at the beginning of the practical lessons and, therefore, its consideration is recommended.Keywords: Personal response system; Higher education; Performance; Motivation ResumenEste trabajo presenta un estudio sobre el rendimiento y la motivación de los estudiantes de grado en la Universidad de Córdoba a través de la implementación de clickers durante las sesiones de prácticas. Nuevas metodologías a aplicar durante las sesiones prácticas en ingeniería civil basadas en el uso de clickers son desarrolladas en este trabajo. Para medir el impacto de estas nuevas metodologías, se elabora y se presenta un diseño pretestpostest que se aplicó a los estudiantes de tercer curso del grado en ingeniería civil en la Universidad de Córdoba. Finalmente, los estudiantes de tercer curso del grado de Ingeniería civil y los procedentes del primer curso del grado en Historia completaron cuestionarios de satisfacción para medir el grado de motivación con respecto al uso de las nuevas metodologías y clickers en las sesiones prácticas. Los resultados de esta experiencia piloto demuestran una mejoría en el rendimiento motivado por un feedback casi instantáneo, donde un recordatorio conceptual al comienzo de las sesiones juega un papel fundamental. La motivación de los estudiantes hacia el uso de clickers en las sesiones prácticas es elevada y notable. Tanto la motivación como la atención son potenciadas por el uso del recordatorio conceptual al comienzo de las sesiones prácticas y, por tanto, se recomienda su aplicación.Palabras clave: Clicker; Educación superior; Rendimiento; Motivación 1. INTRODUCCIÓN El Espacio Europeo de Educación Superior (EEES), con la implantación de los nuevos grados, ha cambiado el paradigma docente. En este sentido, el EEES promueve una implicación del alumnado más activa en clase. Las metodologías docentes basadas en clases magistrales apoyadas en el uso exclusivo de pizarra o presentaciones, por tanto, chocan...

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“…There has therefore been a drive to utilise this technology to improve the quality of lecture based teaching. [8][9][10] Live Audience Participation (LAP) is a method by which students can…”

Section: Introductionmentioning

confidence: 99%

The Impact of Live Audience Participation Teaching on Medical Education at The Surgical Scousers, an Undergraduate Surgical Society

Nevins¹,

Moori²,

Richards³

et al. 2017

MedEdPublish

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A strategic assessment of audience response systems used in higher education

Cited by 77 publications

References 46 publications

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

Uso De Herramientas Clickers en Sesiones Prácticas en Los Grados De Ingeniería Civil Y De Historia

The Impact of Live Audience Participation Teaching on Medical Education at The Surgical Scousers, an Undergraduate Surgical Society

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