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Personal response systems through the prism of students' experiences

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journal contribution
posted on 25.02.2022, 10:37 by Deepti Mishra, Esyin Chew, Sofiya Ostrovska, Jojo Wong
Personal response systems (PRSs) today offer an opportunity to the field of education in terms of improving teaching and learning outcomes through active engagement in classrooms. The present paper investigates students' attitudes to different types of PRSs, namely, Socrative and Clickers. Both qualitative and quantitative data are gathered and classified. The performed thematic analysis reveals major categories within the framework of this study, namely educational efficacy, psychological aspects, technology‐related issues, and administrative issues. It has been found that Socrative fares better in the “educational efficacy” and “administrative issues,” whereas Clickers outperforms Socrative in the “technological‐related issues.” It is worth pointing out that both Socrative and Clickers are tantamount in “psychological aspects” yielding no negative experiences. The results of this study reveal that two main factors, cost and technological infrastructure, are determinative in the incorporation and appreciation of such systems in an educational setting.

Funding

Better Training Better Learning (BTBL) Grant, Monash University, Australia Norwegian University of Science and Technology (NTNU), Norway

History

Published in

Computer Applications in Engineering Education

Publisher

Wiley

Version

VoR (Version of Record)

Citation

Mishra, D., Chew, E., Ostrovska, S. and Wong, J. (2020) 'Personal response systems through the prism of students' experiences', Computer Applications in Engineering Education.

Electronic ISSN

1099-0542

Cardiff Met Affiliation

  • Cardiff School of Technologies

Cardiff Met Authors

Esyin Chew

Copyright Holder

© The Authors

Language

en