Ask the audience (yes, all of them)

Rowlett, Peter

doi:10.11120/msor.2010.10010003

Cited by 7 publications

(6 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As expected, most of the students (almost 93%) noted that the anonymity of responses meant that they were more likely to respond to questions. This supports the sentiment echoed in much of the relevant research literature that inidicated anonymity would illicit a higher, and more honest, response from the class (Caldwell, 2007, Rowlett, 2010.…”

Section: Resultssupporting

confidence: 79%

“…In addition, almost 40% of respondents felt that using the app increased their confidence in their ability to complete the module successfully, while 45% were unsure. The reader is referred to Rowlett (2010) for an interesting discussion on the debatable merits of using response systems in a classroom environment, particularly in the context of improving learning outcomes. It should be noted, however, that this discussion predates the UniDoodle system and, so, it will be interesting to observe if UniDoodle can indeed improve learning outcomes.…”

Section: Resultsmentioning

confidence: 99%

“…The literature also clearly outlines the many numerous pedagogical benefits that the use of SRSs entails. These include improved classroom interaction, improved student learning, improved motivation, better retention of material and better attendance (Blasco-Arcas, et al, 2013, Bruff, 2009, Caldwell, 2007, Moredich and Moore, 2007, Rowlett, 2010. In addition, action learning activities and classroom assessment techniques (Angelo and Cross, 1993) are easier implemented through the use of SRSs (Sarason andBanbury, 2004, McLoone et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

McLoone

Kelly

Brennan

et al. 2017

MSOR

View full text Add to dashboard Cite

Most of the existing student response systems, such as clickers, have limited input capabilities, typically only offering students a multiple-choice selection. In some instances, students can input a numerical or textual response. However, mathematical equations, diagrams, etc. are all beyond the capabilities of such systems. This paper proposes and presents a novel multi-platform smart device-based student response system, called UniDoodle, that allows for a more generic and flexible input. This system consists of a student application that allows for freeform input through sketching capabilities, a lecturer application that allows easy viewing of multiple sketch-based responses and a cloud-based service for co-ordinating between these two applications. In essence, students can now respond to a question posed by the lecturer using sketches and, hence, mathematical equations, circuit diagrams, graphs, etc. are all possible on the UniDoodle system. In addition, the lecturer can now gain a richer and more useful insight to the students' understanding of the relevant material. This paper also evaluates the UniDoodle system in a large class of first year Engineering Mathematics students. Details of the UniDoodle system, the evaluation process and the feedback obtained are all presented within.

show abstract

Section: Resultssupporting

confidence: 79%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

McLoone

Kelly

Brennan

et al. 2017

MSOR

View full text Add to dashboard Cite

show abstract

“…Increasing the interactivity in lectures through peer discussion does not necessarily need to involve an audience response system but this technology may have advantages over nontechnological methods. Anonymity may produce a more honest response, avoiding the masking that takes place when students go along with the majority response (Rowlett, 2010). Research has highlighted the positive effect on attendance (Caldwell, 2007), the increase in learner attention and engagement (Bergtrom, 2006;Siau et al, 2006), the increase in peer interaction (Freeman et al, 2007) and assessment benefits, such as regular feedback and improvement of grades (Abrahamson, 2006;Simpson and Oliver, 2007).…”

Section: Challenging Misconceptionsmentioning

confidence: 99%

Lecture capture technology — technically possible, but can it be used effectively?

Rowlett¹

2011

MSOR Connections

Self Cite

View full text Add to dashboard Cite

Recording lectures: Two different experiences of recording lectures. At Nottingham Joel Feinstein takes a tablet PC with recording equipment into his mathematics lectures and records using this portable kit. At Newcastle, Phil Ansell uses a built-in system in lecture rooms to record his statistics lectures. Both describe their approach and students' responses. Producing supplementary teaching and learning material: Three experiences in creating supplementary content. Mark McCartney at University of Ulster uses a smartpen to record solutions and commentary on mathematics assignment problems and to provide summaries of material covered in lectures. He discusses the strengths and weaknesses of the smartpen. Paul Hernandez-Martinez at Loughborough University uses one smartpen to record mathematics exercise solutions and another as a substitute for the whiteboard to present examples in Recordings of students for assessment and feedback: Rob Kearsley Bullen (Nottingham Trent University) uses a smartpen to record his notes during lessons given by mathematics trainee teachers and so is able to offer enhanced feedback. Michèle Clarke and Claire Chambers (University of Nottingham) describe how geography students produce videos for assessment and the skills they gain by doing so. Claire Chambers also describes the use of media in capturing the experience of geography field work. Making use of recordings: A final section considers the use of recordings; how students use recordings and the effect these have on student learning. This includes two reports from another project supported by MSOR Network as part of the National HE STEM Programme, 'The Internet Librarian and Curator of Mathematics Videos' by Trevor Hawkes, Coventry University. This project attempted to develop a system for curating the vast quantity of unsorted videos of mixed quality available on the Internet. One report gives the implementation of the project and the other gives a framework for evaluation of video tutorials in mathematics, considering mathematical, pedagogical and technical quality.

show abstract

“…For example, Ramesh (2011) evaluated the use of an ARS in undergraduate statistics modules and found an improved learning experience, as evidenced by increased attendance and engagement. Rowlett (2010) recommends the use of ARS to facilitate more active learning, whilst Wit (2003) reported many positive impacts of using an ARS in a statistics class, including student enjoyment, and the ability for students to contribute without fear of making mistakes. Fullarton et al (n.d.) introduced arsnova-click: a gamified ARS for STEM (Science, Technology, Engineering, Mathematics) courses inspired by Kahoot and designed with a focus on privacy and anonymity.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

The effect of Kahoot on undergraduate student anxiety and confidence when studying statistics

Shaker

Hurst

Marshall³

2021

MSOR

View full text Add to dashboard Cite

Many undergraduate students are required to study statistics, but often struggle understanding concepts, lack engagement, lack confidence, or feel anxious about statistics. Kahoot is a game-based learning platform that can be used to increase student engagement and learning through real-time quizzes. This study aimed to evaluate the use of Kahoot on improving students’ experience of studying statistics in an undergraduate (year 2) course. Pre and post Likert scale questionnaires (including Statistical Anxiety Measure - SAM) were used to collect student responses about their statistics study experience. Questions related to anxiety, confidence, and for the post quiz, additional questions on the impact of Kahoot on behavioural engagement. Post survey results indicate positive changes in students’ perceptions towards studying statistics in terms of anxiety and confidence. Kahoot was shown to have a significant and positive effect on student confidence and was also linked to lowered anxiety. Despite limited data, help-seeking anxiety explained over 50% of variation in final exam performance. Further research is recommended on the effect of Kahoot on student anxiety when studying statistics, particularly as it relates to confidence and performance.

show abstract

Ask the audience (yes, all of them)

Cited by 7 publications

References 10 publications

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

Lecture capture technology — technically possible, but can it be used effectively?

The effect of Kahoot on undergraduate student anxiety and confidence when studying statistics

Contact Info

Product

Resources

About