A systematic literature review of web-based student response systems: Advantages and challenges

Koçak, Ömer

doi:10.1007/s10639-021-10732-8

Cited by 24 publications

(14 citation statements)

References 84 publications

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“…Mentimeter represents one of so-called the Audience-Response Systems (Mayhew, 2019;Wood & Shirazi, 2020) or Student Response Systems (Mohin et al, 2022). Audience-Response Systems are some of the student-centred and interactive technologies (Kocak, 2022) Using Audience-Response Systems students can answer the questions asked by the teacher via external devices or smartphones (Kocak, 2022). Systems analyse students' responses and present the results to the whole class as an abstract in a table, graph, or other methods (Kocak, 2022).…”

Section: The Ict Tools Used In People Analytics Coursementioning

confidence: 99%

Educational Innovation through Information and Communication Technologies: the Case of People Analytics Course

Stankevičiūtė,

Kumpikaitė-Valiūnienė

2023

PPAdm

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Recently, education and teaching have been significantly impacted by information and communication technologies. New cohorts of students, COVID-19 pandemic and pressure in the labour market on the labour force to master the technology-related skills and competence serve as main drivers for universities to redesign the way of teaching. A radical transformation of education caused by technologies is related to several aspects, such as online teaching or using other technologies in both physical and online learning environments with the focus on student-centred learning. The existing literature suggests that educational innovation through technologies allows for the adoption of collaborative, inclusive and student-driven pedagogy. The paper aims at revealing educational innovation through information and communication technologies in one of the courses for master’s students, namely People Analytics. While disclosing the particular case of one course, the paper seeks to provide the argumentation (advantages and disadvantages) for choosing specific tools and how these tools are embedded. The use of tools such as Zoom, digital escape rooms, Mentimeter, and Padlet, is presented. The paper concludes that technologies may offer many wide-ranging benefits in education; however, the further study is needed for revealing the students’ acceptance of technologies and the impact of technologies on learning outcomes.

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Section: The Ict Tools Used In People Analytics Coursementioning

confidence: 99%

Educational Innovation through Information and Communication Technologies: the Case of People Analytics Course

Stankevičiūtė,

Kumpikaitė-Valiūnienė

2023

PPAdm

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“…Similarly, in the meta-analysis by Castillo-Manzano et al (2016) only five out of 33 studies were conducted at preuniversity levels, of which none focused on mathematics learning, and only two at the primary school level: Agbatogun (2012) for ESL (English as a Second Language), and DeSorbo et al (2013), for health education, in which the use of ARS systems was found to be feasible among children to improve their communicative skills and interest, respectively. The predominance of these studies at university levels is also emphasised in a recent review of the literature (Kocak, 2022), in which the need for more studies at K-12 levels is highlighted. This statement is also justified by Moss and Crowley (2011), who emphasised that clickers can be used to engage students not only in higher education, but at any age.…”

Section: Practitioner Notesmentioning

confidence: 99%

“…However, despite the potential of LA, different literature reviews (Knobbout & Van Der Stappen, 2020; Li & Wong, 2020a) show that it is currently used to a lesser extent at elementary educational levels compared to higher educational stages. A similar situation exists with ARS, that have become increasingly integrated with LA to make use of the data collected (Li & Wong, 2020a), but where we also notice a scarcity of studies at the elementary level, which is why more research at the K‐12 level is needed, as evidenced (and requested) by several literature reviews (Castillo‐Manzano et al, 2016; Chien et al, 2016; Hunsu et al, 2016; Kocak, 2022). More specifically, the results presented in the meta‐analysis by Hunsu et al (2016) indicate that the use of clicker‐based technologies is associated with positive effects on non‐cognitive learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

Rodríguez-Martínez

González‐Calero

Olmo‐Muñoz

et al. 2022

Brit J Educational Tech

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This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. What is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics. Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties. Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments. There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms. What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions. Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions. Using ARS for the teaching of fractions has a positive effect in terms of student motivation. Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction. Researchers should continue exploring these potentially beneficial educational implementations in other areas.

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“…En particular, se ha encontrado que los gSRS generan una motivación positiva de los estudiantes por aprender (Iaremenko, 2017;Llerena & Rodríguez, 2017) El uso de los gSRS transmite una serie de beneficios al proceso docente (Caldwell, 2007;Kay & LeSage, 2009;Wentao et al, 2017). Se ha descubierto que estas tecnologías interactivas aumentan la asistencia, mejoran la capacidad de atención, promueven la discusión en el aula, hacen que las conferencias sean más divertidas, guían la revisión del pensamiento, diferencian la instrucción y brindan a los estudiantes oportunidades para la reflexión (Caldwell, 2007;Wang, 2015) hay una abundante literatura sobre las percepciones de los estudiantes sobre los gSRS en una amplia variedad de disciplinas (Kocak, 2021). Sin embargo, parece que una parte importante de estas investigaciones previas han puesto el foco en las evidencias cuantitativas, mientras que los estudios que han intentado utilizar métodos cualitativos son notablemente más escasos (Richardson et al, 2015).…”

Section: Revisión De La Literaturaunclassified

Una revisión sistemática de intervenciones en línea sobre escritura

Martín¹,

Álvarez²,

García-Martín³

2022

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<p>Las investigaciones en escritura han girado en torno a dos modalidades instruccionales: el producto y el proceso. En los últimos años, se hace plausible la necesidad de considerar, estas en un entorno web y añadir la modalidad mixta (combinación de los dos anteriores) y la ecológica, complementaria de la procesual, pero prestando atención al contexto educativo. Se presenta una revisión de treinta estudios empíricos de intervenciones en línea sobre escritura, publicados en el último lustro en revistas de impacto con el objetivo de ofrecer una visión panorámica del tema. Los resultados demuestran que la mayoría de las intervenciones cumplen parcialmente las directrices acordadas en la reunión científica de la European Research Network Learning to Write Effectively. Muchos de los estudios no evidencian la existencia de un periodo de formación del profesorado participante, de un grupo de control, de una medida específica de fidelidad del tratamiento, de durabilidad y de generalización.</p>

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A systematic literature review of web-based student response systems: Advantages and challenges

Cited by 24 publications

References 84 publications

Educational Innovation through Information and Communication Technologies: the Case of People Analytics Course

Educational Innovation through Information and Communication Technologies: the Case of People Analytics Course

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

Una revisión sistemática de intervenciones en línea sobre escritura

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