<i>Innovation</i>CENTER: Engaging Nursing Students Through Integration<i>of the</i>Audience Response System

Lee, Shirleatha T.; Dapremont, Jill

doi:10.5480/1536-5026-33.1.55

Cited by 11 publications

(3 citation statements)

References 9 publications

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“…Students reported that they were more interested, engaged, and attentive when an ARS was used during lectures (Preszler, Dawe, Shuster, & Shuster, 2007;Simpson & Oliver, 2007). Students also reported that the use of ARSs encouraged class engagement and student-faculty exchange, reinforced key concepts, challenged metacognition, and validated student comprehension, as the discussion of answer choices was beneficial to support learning (Laxman, 2011;Lee & Dapremont, 2012;Revell & McCurry, 2010;Russell, McWilliams, Chasen, & Farley, 2011). According to current studies, one of the key benefits of using an ARS was the ability to obtain accurate real-time assessment of class understanding, and instruction could be modified contingent upon student assessment gathered at strategic points within a lecture (Efstathiou & Bailey, 2012;Heaslip, 2014).…”

Section: Audience Response System (Ars)mentioning

confidence: 99%

Predicting the Probability for Faculty Adopting an Audience Response System in Higher Education

et al. 2016

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Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidence-based modern learning technologies into instruction. Based on Rogers' diffusion of innovation theory, this quantitative, nonexperimental, one-shot cross-sectional survey determined what attributes of innovation (relative advantage, compatibility, complexity, trialability, and observability) predict the probability of faculty adopting the audience response system (ARS) into instruction. The sample of the study consisted of 201 faculty at a university in the southeastern United States. Binary logistic regression analysis was used to determine the attributes of innovation that predict the probability of faculty adopting the ARS into instruction. Out of the five attributes, compatibility and trialability made significant contributions to the model. The implication of the findings is that, in order to maximize adoption, the faculty needs to be given the opportunity to pre-test the ARS prior to implementation, and they need to know how the technology will assist them in achieving their pedagogical goals. Recommendations were made to leverage these attributes to foster faculty adoption of the ARS into instruction.

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Section: Audience Response System (Ars)mentioning

confidence: 99%

Predicting the Probability for Faculty Adopting an Audience Response System in Higher Education

et al. 2016

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“…The instantaneous nature of an ARS lends itself well to engaging audiences and increasing interactive participation. There is a wealth of literature describing these benefits of an ARS (Cain, Black, & Rohr, 2009;Chaudhry, 2011;Lee & Dapremont, 2012;Thalluri & Shepherd, 2010). There are common themes within the papers above relating to user satisfaction and engagement levels.…”

Section: Introductionmentioning

confidence: 99%

“…Common uses of the technology include clarification of audience understanding (Weerts, Miller, & Altice, 2009), stimulation of audience discussion (Thalluri & Shepherd, 2010) and improved attention (Cain et al, 2009), with the overall aim of enhancing the learning experience and resultant knowledge transfer (Liu, Getting, & Fjortoft, 2010;Porter & Tousman, 2010). It is clear that ARS have played a major role in increasing student engagement in large (>100) class sizes (Lee & Dapremont, 2012;Preis, Kellar, & Crosby, 2011). Porter and Tousman (2010) reviewed research into ARS and extracted three common themes: student perceptions, assessment outcomes and ease of use.…”

Section: Introductionmentioning

confidence: 99%

Audience response systems can facilitate communal course feedback

Bridge

Carmichael

2015

FoHPE

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Background: At Queensland University of Technology (QUT), the Bachelor of Radiation Therapy course evaluation has previously suffered from low online survey participation rates. A communal instantaneous feedback event using an audience response system (ARS) was evaluated as a potential solution to this problem. The aims of the project were to determine the extent to which this feedback event could be facilitated by ARS technology and to evaluate the impact the technology made on student satisfaction and engagement.Methods: Students were invited to a timetabled session to provide feedback on individual study units and the course overall. They provided quantitative Likert-style responses to prompts for each unit and the course using an ARS as well as anonymous typed qualitative comments. Data collection was performed live so students were able to view collective class responses. This prompted further discussion and enabled a prospective action plan to be developed. To inform future ARS use, students were asked for their opinions on the feedback method.Results: Despite technological difficulties, student evaluation indicated that all responders enjoyed the session and the opportunity to view the combined responses. All students felt that useful feedback was generated and that this method should be used in the future. The student attendance and response rates were high, and it was clear that the session had led to the development of some insightful qualitative feedback comments.Conclusions: An ARS contributed well to the collection of course feedback in a communal and interactive environment. Students found it enjoyable to use, and it helped to stimulate useful qualitative comments.

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Effects of using audience response systems (Kahoot and Google Forms and Sheets) on learning of medical students in a large class: A questionnaire-based retrospective study

Keadkraichaiwat,

Sitticharoon,

Lertsiripatarajit

et al. 2024

Educ Inf Technol

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The effectiveness of implementing various audience response system (ARS) formats in large classes to engage students, positively influence academic outcomes, and align with their preferences for different types of activities lacked sufficient information. This study aimed to (1) evaluate students’ perspectives on different ARS formats, including Kahoot for individual (Kahoot-I) and team (Kahoot-T) play, and Google Forms and Google Sheets for multiple-choice questions (Google-MCQ) and for open-ended questions (Google-OEQ) on different aspects with/without subgroup analysis of students into quartiles (Q1-lowest-Q4-highest) of summative scores, and (2) determine correlations between students’ perspectives and academic outcomes. At the course’s final class, a QR code for a 5-point Likert scale questionnaire was displayed for all enrolled medical students. 269/312 students (86.22%) provided written consent and completed the questionnaire constructed based on dimensions of student engagement. Across all ARS formats, students rated scores ≥ 4 for almost all aspects, with participation in class receiving the highest scores. For each aspect, Kahoot-T was rated highest in various aspects and Google-MCQ for “understanding” and Google-OEQ for “asking/answering question”. Higher academic achievers expressed more “enthusiasm” for Kahoot-I than lower achievers (P < 0.05). Formative and summative scores were positively correlated with many aspects. Students reported high engagement with all ARS formats, with higher academic achievers rating them with higher scores. Kahoot-T was the most favored for multiple aspects, Google-MCQ for “understanding” and Google-OEQ for interactive “asking/answering question”. Thus, selecting ARS in alignment with learning objective could enhance students’ engagement and learning outcomes.

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InnovationCENTER: Engaging Nursing Students Through Integrationof theAudience Response System

Cited by 11 publications

References 9 publications

Predicting the Probability for Faculty Adopting an Audience Response System in Higher Education

Predicting the Probability for Faculty Adopting an Audience Response System in Higher Education

Audience response systems can facilitate communal course feedback

Effects of using audience response systems (Kahoot and Google Forms and Sheets) on learning of medical students in a large class: A questionnaire-based retrospective study

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