Opinions on “Classroom Response System” by First-year Engineering Students

Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective

“…In order to address this problem, in recent years, the traditional academic-expositional models, based on the transmission of theoretical knowledge, have been complemented by other active teaching models in which the experiences that give rise to the active construction of knowledge take precedence [16]. However, recent studies [17] show that the use of traditional teaching methods continues to predominate in science and technology education, even though it is known that these strategies induce students to adopt a passive role, do little to foster student interest and produce high levels of academic failure, especially in scientific subjects such as physics and mathematics [15,18]. On this basis, it is considered necessary to create and study new resources and methodologies that facilitate and motivate student learning in scientific and technological areas in the early stages of their education [19,20].…”

Personal response systems through the prism of students' experiences

“…On the other hand, it makes a teacher's awareness of learning problems easier [5,15]. Clickers allow students to get rapid feedback about their responses, giving a real‐time self‐evaluation of their own learning during lectures and contribute to a better knowledge of theoretical concepts [18]. What is more, it allows students to think critically about the subject and the alternative answers, thus achieving a deeper acquisition of knowledge [3].…”

“…López‐Quintero et al [18] discovered during their study involving first‐year engineering undergraduates that the usage of Clickers increased students' participation during the lectures and enhanced the motivation they felt toward the course contents. Increased students' involvement and engagement with the material is widely recognized by the students as a positive feature of Clickers [2].…”

“…Active learning is an approach in which the teacher creates a learning environment involving practices that encourage students to be active and engaged during the learning process [14]. Student response systems (SRSs) or personal response systems (PRSs) have been successfully used to foster such learning environments due to certain benefits, mainly that they: Increase student participation and engagement during lectures, even in large classes [18,21]; Provide anonymity, thus helping to engage students who would not otherwise do so [11,21]; Make room for faculty to spot‐check students' understanding of topics [21]; Enable student to evaluate their own learning during lectures [18]; Collect and analyze responses live [21]; and Create a more interactive, collaborative, dynamic, and enjoyable environment in the class [18]. …”

Improving Student Learning through Classroom Engagement

“…There has been research related to integrating technology into the pedagogy of difficult subjects like Integral Calculus [1]. Other research gathered student's opinions about the implementation of Classroom Response Systems in university lectures [2]. The findings of the Procedia research showed that students gave an overall positive evaluation of the Classroom Response System (CRS).…”