Integrating Student Response Technology into a Large Undergraduate Course: Students’ Perceptions of their Motivations and Feedback

Abstract

The purpose of this research was to explore how and in what ways students perceived the integration of student response technology, case studies, and discussions in a largely populated undergraduate course in management of human services at a large midwestern university affected their motivation, interest, and feedback. Qualitative data collection consisted of written artifacts (n = 56) and one-on-one interviews (n = 8). The qualitative findings showed that student response technology increased motivation and influenced learning with enjoyment, interest, and inclusion; and instructional feedback was perceived as immediate, constructive, and from various sources. In addition, a discussion, implications, and limitations are presented.