Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests in a Large Undergraduate Class

Joshi, Noopur; Lau, Siu‐Kit; Pang, MF; Lau, Ssy

doi:10.1007/s40299-020-00525-x

Cited by 8 publications

(4 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Prior studies have tried to evaluate the higher-order thinking (HOT) abilities of students after learning by assessing in the test format [26]- [28]. Meanwhile, other studies have developed guidelines to categorize the questions according to the cognitive level of revised Bloom's taxonomy [29], [30].…”

Section: Higher-order Thinking Assessment Methodsmentioning

confidence: 99%

Promoting Students' Higher Order Thinking with Concept Map Recomposition

Nurmaya,

PINANDITO,

HAYASHI

et al. 2023

IEICE Trans. Inf. & Syst.

View full text Add to dashboard Cite

Involving higher-order thinking in learning activities can produce meaningful learning. It impacts the student's ability to solve problems in new situations. Concept mapping is a learning strategy that has been proven to promote higher-order thinking. Concept map recomposition (KB-mapping) in the Kit-Build system is a closed concept mapping where learners are given concepts and links to build a concept map, and it has advantage that the recomposed map can be automatically diagnosed. It has been proven that KB-mapping improves the students' learning achievement similar to the traditional concept mapping called scratch concept map composition (SC-mapping). However, the study on the effect of KB-mapping in fostering students' higher-order thinking has yet to be evaluated. This study designed and conducted an experiment to compare the impact of KBmapping and SC-mapping on promoting students' ability in higher-order thinking. Fifty-four undergraduate students were assigned to either KB-Mapping or SC-Mapping for learning activities. The result of this study suggested that students who learn with KB-mapping had better abilities to solve questions of higher-order thinking than those who applied SCmapping. The findings also suggested that the quality of students' concept maps affected their performance in solving higher-order thinking questions.

show abstract

Section: Higher-order Thinking Assessment Methodsmentioning

confidence: 99%

Promoting Students' Higher Order Thinking with Concept Map Recomposition

Nurmaya,

PINANDITO,

HAYASHI

et al. 2023

IEICE Trans. Inf. & Syst.

View full text Add to dashboard Cite

show abstract

“…Recent studies affirm that these devices are effective tools for the teacher to monitor student comprehension and detect erroneous concepts about the subject being taught (Cline et al, 2020). In the same vein, other authors state that classes designed with clicker systems encourage cognitive interaction between students and their instructor (Joshi et al, 2021;Kay & LeSage, 2009). In addition, the learning objectives that require critical reasoning skills and a greater cognitive commitment improve markedly by receiving timely feedback from the collection of information using clickers and constructive analysis by the teacher (Zhao & Kuh, 2004).…”

Section: Ars: the Affordable Integration Of La In Classroomsmentioning

confidence: 99%

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

Rodríguez-Martínez

González‐Calero

Olmo‐Muñoz

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th‐grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi‐experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA‐based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes. What is already known about this topic Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics. Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties. Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments. There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms. What this paper adds Empirical evidence about how LA‐based formative assessments can enable personalised homework to support student understanding of fractions. Personalised homework based on an LA‐based formative assessment improves the students' comprehension of fractions. Using ARS for the teaching of fractions has a positive effect in terms of student motivation. Implications for practice and/or policy Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction. Researchers should continue exploring these potentially beneficial educational implementations in other areas.

show abstract

“…Nonetheless, it is important to examine whether these results can be extrapolated to Primary Education classrooms. Joshi et al (2021) and Kay and LeSage (2009) assert that clicker systems foster cognitive interaction between learners and instructors. At the same time, their use facilitates the achievement of learning objectives that require critical reasoning skills and promote greater cognitive engagement through the provision of timely feedback from the collected data (Zhao & Kuh, 2004).…”

Section: How To Put La Into Practice? the Integration Of Srs In Class...mentioning

confidence: 99%

Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment

Tirado-Olivares,

López-Fernández,

González-Calero

et al. 2024

Educ Inf Technol

View full text Add to dashboard Cite

History teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10–12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.

show abstract

Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests in a Large Undergraduate Class

Cited by 8 publications

References 48 publications

Promoting Students' Higher Order Thinking with Concept Map Recomposition

Promoting Students' Higher Order Thinking with Concept Map Recomposition

Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions

Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment

Contact Info

Product

Resources

About