A Case Study of the Practical Implications of Using Interactive Technology in Teaching International Postgraduate Students

Abstract

Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education.

Mentimeter as a Reflective Teaching Tool: A Review

“…Incorporating small group discussions and oral presentations into assessment tasks can help students overcome this deficit. Technological advances have increased student engagement in the classroom and willingness to speak up during discussions (Skaik and Tumpa, 2022). Based on the results of this study, technological developments are accelerating the transition from an emphasis on the trainer to an emphasis on the learner.…”

“…Especially in large classrooms, these tools make education more interesting and exciting for all students (Little, 2016). Unfortunately, not all students can be reached and engaged through technology (Skaik and Tumpa, 2022). Extensive research has shown that integrating interactive technology into the classroom is beneficial (Wood, 2020).…”