Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement

Paul, Mary; Torgerson, Colleen; Tracz, Susan M.; Coy, Kimberly; Wahleithner, Juliet Michelsen

doi:10.25304/rlt.v28.2454

Cited by 4 publications

(2 citation statements)

References 26 publications

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“…The statistically significant analysis results illustrate an improvement in student essay scores when mobile technology is implemented into writing instruction pedagogy. While this study does not suggest a causal effect, it does propose that students are given more opportunities to assess and analyze their learning when instructors adopt innovative teaching with technology (Paul, Torgerson, Tracz, Coy, & Wahleithner, 2020). The students in the DISCOVERe courses were offered a more direct engagement with instructor feedback in order to improve their writing skills.…”

Section: Discussionmentioning

confidence: 93%

Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment

Paul

2021

IJTE

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There is minimal research which makes the connection between mobile technology and improved student achievement. This study addressed the gap in the literature and considered the dynamic and fluid engagement mobile technology brings to the teaching and learning environment to improve student essay scores in the composition classroom. Freshman composition essay scores were collected over the course of five semesters: two semesters where the instructor did not teach with mobile application technology, and three semesters after adoption of mobile technology. There was a statistically significant difference in mean writing project scores, with the mobile technology curriculum producing higher mean scores for all three writing projects. The purpose of this study was to expand current research to consider the effects of student achievement when using mobile application technology, and to inform current pedagogical practices across all disciplines.

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Section: Discussionmentioning

confidence: 93%

Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment

Paul

2021

IJTE

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“…At present, active learning has been improved by using interactive response systems (IRSs) such as Pear Deck, Kahoot, and Quizizz, which provide several advantages. IRSs have been recognised for encouraging student participation in class and assisting students in directing their attention, offering real-time feedback, and assessing students' understanding (Collins 2007;Paul et al 2020). Waluyo (2020) found that students' success across all skills was enhanced by incorporating active learning and smart classroom tools such as Socrative, Google Forms, and Facebook into basic English courses.…”

Section: Introductionmentioning

confidence: 99%

University students’ perceptions of interactive response system in an English language course: a case of Pear Deck

Anggoro

Pratiwi²

2023

Research in Learning Technology

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Pear Deck is one interactive response system that has gained popularity in recent years. This study addressed the gap in the literature and considered students’ experience of the platform in a Thai university context. This was a mixed-method study in which 320 students completed a survey including closed and open-ended components. Quantitative data measuring students’ perceptions using Likert-scale surveys were collected, while qualitative data were used to get a deeper understanding of students’ experience in learning using Pear Deck in the classroom. The data were analysed based on gender differences and students’ proficiency levels. According to the findings of this study, students’ perceptions were not significantly different based on gender. However, despite the finding that both basic and independent users had good attitudes towards the platforms, the latter group gave a substantially higher score. Furthermore, the study revealed that the students had a favourable impression of Pear Deck. They believed that the platform was engaging, easy to use, and had the potential to aid learning.

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A meta-analysis on the effect of gamified-assessment tools’ on academic achievement in formal educational settings

Bolat

Taş

2022

Educ Inf Technol

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Engaging the control-value theory: a new era of student response systems and formative assessment to improve student achievement

Cited by 4 publications

References 26 publications

Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment

Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment

University students’ perceptions of interactive response system in an English language course: a case of Pear Deck

A meta-analysis on the effect of gamified-assessment tools’ on academic achievement in formal educational settings

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