Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes

Anquetil

Computer Assisted Learning

2020

Peer Instruction is an active learning method widely used in higher education, whereby students answer a series of questions twice, once before and once after peer discussion. There is an ongoing debate as to whether a collective feedback should be given after the students' initial answer, and if so, how the frequently observed group conformity can be avoided. This study examined whether guiding on the use of this feedback can reduce group conformity and improve learning using an interactive learning environment to administer a new type of quiz using graphics, and delivering collective feedback to the whole class in a novel heatmap format. In the experimental group, the teacher told the students that the answer indicated by the heatmap was not necessarily the correct one; this information was not given to students in the control group. Results revealed that guided students were less likely to adopt the (incorrect) majority answer than the nonguided students, and consequently, they were more likely to improve their learning by reaching an agreement about the correct answer through discussion with their peers. These findings suggest that guiding students in their use of collective feedback may have a crucial role in Peer Instruction.

Section: Discussionmentioning

confidence: 99%

Guiding the use of collective feedback displayed on heatmaps to reduce group conformity and improve learning in Peer Instruction

Anquetil

Computer Assisted Learning

2020

Computer Assisted Learning

“…Metacognitive judgements of confidence, in particular, have been deemed strong predictors of academic achievements (Stankov et al, 2013). Following this rationale, we investigated in a previous study (Papadopoulos et al, 2019) two metacognitive judgements (feeling of preparedness for the upcoming quiz, and confidence in the correctness of each answer) and two objective metrics retrieved from the ARS tool (percentage of students that voted each question choice, and their past performance in course quizzes). The findings of that study showed that the enriched collective feedback and especially the confidence judgements resulted in better student performance while diminishing the conformity bias.…”

Section: Confidence and Knowledge Elaboration In Audience Response Sy...mentioning

confidence: 99%

Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems

Papadopoulos

Obwegeser

Weinberger

2021

Self Cite

Background: The feedback offered to students in audience response systems may enhance conformity bias, while asking closed-type questions alone does not allow students to externalize and elaborate on their knowledge. Objectives:The study explores how writing short justifications and accessing peer justifications as collective feedback could affect students' performance, confidence and opinions in multiple-choice audience response systems that apply the Peer Instruction model of voting/revoting. Methods: For 8 weeks, 98 students, enrolled in an undergraduate course, attended each lecture following a flipped classroom approach. At the beginning of each lecture, students participated in a quiz with eight multiple-choice questions. Four of these questions included a justification form in which students could elaborate on their answers. The students were randomly grouped into two conditions according to the collective feedback they received: the Shared group (n = 54) could see both the percentage each question choice received from the class and the respective peer justifications, while the Unshared group (n = 44) could only see the percentage information.Results: Analysis showed that students in both groups performed significantly better in questions with the justification form being available. Also, the two groups were comparable in terms of performance and self-reported level of confidence suggesting no main effect for making peer justification available. Despite this, students in the Shared group expressed a significantly more positive opinion in the end-of-activity questionnaire in terms of perceived learning gains and the helpfulness of writing justifications for their answers.Take Away: Writing short justifications can have a positive impact on students' academic performance.

Informatyka Ekonomiczna

“…One of the most popular tools for conducting interactive classes are various response systems (RS). In the literature, a number of studies can be found which are related to this concept, notably Audience Response Systems (Chien, Chang, & Chang, 2016;Papadopoulos, Natsis, Obwegeser, & Weinberger, 2018), Interactive Response Systems (Auras & Bix, 2007;Wang, 2018), Student Response Systems (Arnesen, Sivertsen Korpås, Hennissen, & Birger Stav, 2013;Hwang, Wong, Lam, & Lam, 2015), Personal Response Systems (Guthrie & Carlin, 2004) and Classroom Response Systems (Fotaris, Mastoras, Leinfellner, & Rosunally, 2016). The variety seems to reflect the fact that in many cases the systems differ in terms of functionality or the way in which they are used.…”

Section: Response Systemsmentioning

confidence: 99%

“…The variety seems to reflect the fact that in many cases the systems differ in terms of functionality or the way in which they are used. For instance, Papadopoulos et al (2018) define response systems as synonymous with clickers, pointing to the closed-ended nature of the tasks, while Wang (2018) mentions open-ended questions as an essential component of their course. Another difference is the size of the audience, which might vary from a classroom (mentioned in Hwang et al, 2015) to a lecture hall (e.g.…”

Section: Response Systemsmentioning

confidence: 99%

See 1 more Smart Citation

Using Moodle as a Response System for higher education in Poland: Benefits and challenges

Bąkała

Molenda

2020

The paper explores learners' responses to a new course format introduced in the Faculty of Philology at the University of Łódź. The course contained an interactive component with online tasks conducted in real time in the classroom. Instead of using dedicated Response Systems, we adopted Moodle LMS to verify whether it may be successfully used in that capacity. It may be concluded that despite its dated UI this system is still a viable option for offering interactive in-class instruction. The results of the student survey indicate that the course was well-received, although not all of its components were equally appreciated by the students. In particular, there was a significant difference between the reception of Open-Ended and Close-Ended questions. This difference might be explored from various perspectives, e.g. convenience vs learning effort or memorization vs acquiring skills The paper offers pedagogical implications which may help deal with the aforementioned problems.