Using audience response system in a third world country: The good, bad and ugly

Abstract

An effective classroom is where there are various forms of interactions: student-student and teacher-student. Unfortunately, most of the interactions that go on in our lecture theatres are minimal. This paper reports an innovative method of engaging students through the use of an Audience Response System (ARS) in a university course. The ARS was used to explore the possibility of improving the interactions in the lecture theatres. The overarching research question was: How best does ARS support lecturer-student interactions in the lecture theatre? A questionnaire and interview were used to elicit students’ views on the use of ARS as an instructional tool. Students reported that they enjoyed using ARS as it facilitated class interaction and collaboration. Internet onnectivity and incompatibility issues on some devices made teaching with the ARS a bit challenging. It is therefore recommended that lecturers can make use of ARS to improve interactions in their lecture rooms.

The effect of using personal response system on 6th grade students' achievement and attitudes towards science and technology

“…In line with prior research, in this study, students found PRS to be simple and enjoyable to use, and they believed it improved their learning, class engagement, and overall classroom learning effectiveness (Chen & Lan, 2013). Consistent with previous studies, this study demonstrated that students found PRS to be enjoyable and straightforward to use and that it increased their learning, class engagement, and overall classroom learning effectiveness (Akkuş, Özkan & Çakır, 2021;Arthur & Owusu, 2020;Baltaci-Goktalay, 2016;Chen & Lan, 2013). and Pattanapichet (2018) stated that providing immediate feedback greatly affects students' motivation, and PRS allows all students to participate and receive feedback simultaneously.…”

“…The PRS was widely used in the disciplines of arts, social science, and scientific education, according to the findings of Wong and Yau (2020). However, it is seen that the studies are generally carried out with university students (Akkuş, Özkan & Çakır, 2021;Ares et al, 2018;Ayebi-Arthur & Owusu, 2020;Chaiyo & Nokhan, 2017;Muir et al, 2020, Özüdoğru, 2020, Ranieri, Raffaghelli & Bruni, 2021Taşkın & Bahadir, 2021), and very few studies are carried out with secondary school students (Baltaci-Goktalay, 2016;Shyr, Hsieh & Chen, 2021). Besides, experimental studies are minimal at the secondary school level.…”