No Longer a Silent Partner: How Mentimeter Can Enhance Teaching and Learning Within Political Science

Mayhew, Emma

doi:10.1080/15512169.2018.1538882

Cited by 34 publications

(37 citation statements)

References 9 publications

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“…Mentimeter is an online, audience response system, which encourages interactive learning to take place (John, 2018). It becomes a popular tool among educators since 2014 (Mayhew, 2019) as it is a very convenient tool for both teachers and pupils, free and does not require further downloads nor installation (Jurgen, 2018;Puspa & Imamyartha, 2019); thus reducing a lot of hassle during its usage. To use Mentimeter, pupils could enter a unique six-digit code to access to specific pages assigned by their teachers and start sending responses.…”

Section: Mentimetermentioning

confidence: 99%

“…The only criterion to use Mentimeter is that one must have access to the internet. In other words, Mentimeter can be used by pupils during the class as long as they are provided with internet and can engage pupils in real-time (Emma, 2018) and instant feedbacks, ideas and outcomes of discussions could be collected. The use of such electronic system or tool simultaneously encourages greater engagement and a higher participation rate and offers in-class anonymity which traditional discussions do not (Heaslip et al, 2014); and is useful in actively engaging students (Morrison, 2015).…”

Section: Mentimetermentioning

confidence: 99%

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Enhancing Writing Vocabulary Using Mentimeter

Wong

Yunus

2020

IJLTER

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This paper aimed to examine the effectiveness of using Mentimeter, which is an online virtual platform to enhance the writing vocabulary among pupils. By using Mentimeter, they can access the platform to collaborate with their peers and teacher regardless of the time frame, geographical and self-confident factors. This collaborative discussion platform would expand pupils' word bank and understanding about the writing task; thus helping them in accomplishing their writing tasks. An action research based on Kemmis and McTaggart model was carried out with 40 pupils with a marginal passing rate by using pre and post-test, questionnaire and unstructured interviews. The findings showed a significant difference between the results of pre and post-test and positive feedbacks from the pupils. In conclusion, Mentimeter is an effective tool to enhance pupils' writing vocabulary. The results of this study may be beneficial to educators in employing Mentimeter in teaching of writing vocabulary. However, this paper is only focused on the effectiveness of using Mentimeter to increase the vocabulary of pupils in writing within the targeted group thus further study is needed to ascertain the efficacy of using Mentimeter and to generalise the findings to a larger population.

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Section: Mentimetermentioning

confidence: 99%

Section: Mentimetermentioning

confidence: 99%

Enhancing Writing Vocabulary Using Mentimeter

Wong

Yunus

2020

IJLTER

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“…The Mentimeter programme is often used to survey opinion and to identify popular answers. In addition, it was used in pedagogy for the purpose of enhancing learners' engagement (Mayhew, 2019;Moorhouse & Kohnke, 2020;Rudolph, 2018;Vallely & Gibson, 2018). In the present study, the participants were asked to give three words that they thought described the data-driven hospitality lexis learning programme.…”

Section: Mentimeter Inspectionmentioning

confidence: 99%

Implementation of a Data-Driven Hospitality Lexis Learning Programme

Laosrirattanachai¹,

Ruangjaroon²

2021

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Data-driven learning has been recognized a potential tool for enhancing learning outcomes. The current study designed a data-driven hospitality lexis learning programme to facilitate the learning of hospitality vocabulary by autonomous learners. To achieve the objectives, the development of learners' hospitality vocabulary knowledge was measured using the T-test based on pre-testing and post-testing. In addition, the learners' opinions were explored using two types of questionnaire: the Mentimeter online programme and an open-ended questionnaire. The results of the T-test scores confirmed that the hospitality vocabulary knowledge of learners was improved after learning autonomously using the data-driven hospitality lexis learning programme. The results from the questionnaire indicated that most of the learners thought that the program was convenient, useful, and easily understood. Learners considered that using the programme helped them to be more responsible, to be better at time management, and to expand their vocabulary regarding hospitality. Therefore, using the online programme would be suitable as a recommended alternative to facilitate learning vocabulary for autonomous learners. Thus, such online programmes should be promoted and created in both general and specific fields of learning vocabulary. These findings could be extended to other English-for-specific-purposes contexts to assist learners in dealing with terminology in their fields.

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“…Recent developments such as 'Digital Interactive Poster Presentations' could be good candidates for this application, although their use in data collection has not to our knowledge been explored [21,22]. Combining these with suitably adapted online audience-response systems (e.g., Mentimeter; Stockholm, Sweden), which are used in technology-enhanced teaching and learning [23,24], may allow data collection to occur anonymously and without the researcher present. Use of such a system would allow the collection of data to be automated, anonymous (if desired) and immediate; nonetheless, it would be dependent on the existence of reliable infrastructure (e.g., accessible internet) in the poster deployment location to work effectively.…”

Section: The Interactive Poster Formatmentioning

confidence: 99%

Interactive Data-Gathering Posters as a Research Tool: A Case Study Assessing Public Opinion on Incorporation of Natural Behavior into Management Systems

King

Webster

Cameron

et al. 2020

Animals

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We developed a simple, interactive poster design. Via brief infographics and simple numbered stickers, participants were able to provide input about their top three areas of importance regarding a specific topic (i.e., promoting natural behavior in goats). The tool was utilized in three scenarios—an international conference, a regional veterinary conference, and a regional school leadership day. After a short discussion with the presenter, participants ranked their top three areas of importance. Response rates ranged from 22% to 100%. The data collection performed was intended to demonstrate a proof-of-concept of the poster design; therefore, comparisons across tested cohorts were not made. However, we showed that when applied in different settings, the poster gathered some consistent opinions on which behaviors are the best exemplars of naturalness in goats. Response bias, from opting for socially desirable responses, as well as sampling bias from using the tool at specific conferences or with specific demographics, could be an issue. Nonetheless, these are not unique concerns, and we suggest that corrections used in focus groups could alleviate these biases. The flexibility of this interactive tool, and its capability to shift the audience from viewing to participating in research presents a novel alternative to traditional poster presentations.

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No Longer a Silent Partner: How Mentimeter Can Enhance Teaching and Learning Within Political Science

Cited by 34 publications

References 9 publications

Enhancing Writing Vocabulary Using Mentimeter

Enhancing Writing Vocabulary Using Mentimeter

Implementation of a Data-Driven Hospitality Lexis Learning Programme

Interactive Data-Gathering Posters as a Research Tool: A Case Study Assessing Public Opinion on Incorporation of Natural Behavior into Management Systems

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