Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

Denker, Katherine J.

doi:10.1080/17404622.2012.730622

Cited by 50 publications

(44 citation statements)

References 64 publications

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“…Instructors could pose questions to different formats (e.g., true/false, multiple choice, short answer) and promptly collect student responses and display the results on projection screens. Then instructors could take opportunities to elaborate the answers or give feedback (Denker, 2013).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effects of Interactive Response System (IRS) in an EFL Grammar Class

2019

SSRN Journal

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Digital interactive language learning has become increasingly prevalent and significant in educational settings. It is challenging to apply collaborative learning methods because students tend to engage passively with traditional methods of lectures. Several studies have suggested that digital interactive technologies such as Zuvio Interactive Response System (IRS) have been applied to increase learning motivation. However, related studies on using IRS in English a foreign language (EFL) classrooms are limited in Taiwan, especially from learners' perspectives. The aim of this study was to integrate an interactive response system into an English grammar course and to explore whether the assistance of this digital tool could promote students' learning motivation and whether it could facilitate a student learning environment. Based on the research background and rationale, the following research questions were investigated: (1) How does the use of the IRS influence students' perceptions toward their learning attitudes? (2) How does the use of the IRS influence students' perceptions toward learning contents? (3) How does the use of the IRS influence students' perceptions toward classroom interaction? An experimental design was employed. This research was conducted in this one-semester project to uncover 49 EFL learners' views of IRS in a grammar class. Zuvio IRS and the British Council Grammar Snacks videos were utilized in this experimental instruction. A questionnaire was administered and consisted of demographic information, Likert scale questions, and open-ended short-answer questions. The results showed positive attitudes for learning with Zuvio IRS and videos, and the interactions between students and the teacher that mediated by Zuvio IRS. Future studies might explore learning outcomes of students from different majors, implement results of IRS studies into curriculum and instruction, and create more appropriate questions into IRS.

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Section: Introductionmentioning

confidence: 99%

Exploring the Effects of Interactive Response System (IRS) in an EFL Grammar Class

2019

SSRN Journal

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“…Davis () noted educators no longer have the luxury of being late adopters of technology but need to both know and teach these digital skills. From the growth of new delivery media to use of wikis and blogging in classrooms to the presence of consumer technologies such as Twitter (Tyma, ), as well as the increasing adoption of student response systems (SRS or ‘clickers’) in the classroom, new technologies offer an opportunity for increased engagement and increased learning (Denker, ; ).…”

Section: Introductionmentioning

confidence: 99%

The development and validation of the student response system benefit scale

Hooker

Denker

Summers

et al. 2015

Computer Assisted Learning

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Previous research into the benefits student response systems (SRS) that have been brought into the classroom revealed that SRS can contribute positively to student experiences. However, while the benefits of SRS have been conceptualized and operationalized into a widely cited scale, the validity of this scale had not been tested. Furthermore, subsequent research found the scale to be unreliable. Therefore, this project used two studies and created a reliable and valid SRS benefit scale. First, iterative exploratory factor analysis (EFA) was conducted to determine whether the stated conceptual definitions matched the operational definitions reflected in student responses to survey items. The results of this statistical analysis showed an 8-item, two-factor scale demonstrating the benefits of SRS in the large lecture classroom. Study 2 used a new sample for confirmatory factor analysis that confirmed the results of the EFA suggested a good model fit with excellent scale reliability. Implications for future assessment of the benefits of SRS were discussed.

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“…Studies have most often measured engagement through self-reports (Mazer, 2013) recorded either via survey or response systems (e.g., clickers; Denker, 2013). Some have also captured it through coding student behaviors (Cooper & Brna, 2002) or recording time spent with the materials (Ming, Ruan, & Gao, 2013).…”

Section: Measuring Engagementmentioning

confidence: 99%

Exploring Failure and Engagement in a Complex Digital Training Game: A Multi-method Examination

Jensen¹,

Piercy²,

Elzondo³

et al. 2016

THCI

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Abstract:Digital games are ideal for training complex decision making skills because they allow players to experience decision making processes and consequences. However, training complex skills often results in failure, which may undermine learning engagement. Traditional training methods employing observational learning (e.g., training videos) do not cause learners to fail but forfeit experiential learning that makes training games so engaging. Our exploratory work addresses the trade-off between experiencing and observing failure and explores their effect on the level of training engagement. Building on past engagement research, we argue that learning engagement contains both cognitive and affective facets and that these facets may diverge, especially when individuals experience failure. To test these ideas, we conducted an experiment (N = 156) comparing engagement in game-based training, in which participants experienced failure, and video-based training, in which participants observed failure. We collected cognitive and affective indicators of engagement using physiological and self-report measures. We found game-based experiential learning increased such indicators of engagement as attention and temporal disassociation even though players widely failed to meet game objectives. Players also experienced elevated arousal and decreased positive affect. In addition, we compared physiological measures of engagement with self-reported measures and discuss their merits and limitations.

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Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

Cited by 50 publications

References 64 publications

Exploring the Effects of Interactive Response System (IRS) in an EFL Grammar Class

Exploring the Effects of Interactive Response System (IRS) in an EFL Grammar Class

The development and validation of the student response system benefit scale

Exploring Failure and Engagement in a Complex Digital Training Game: A Multi-method Examination

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