The Effect of Differing Audience Response System Question Types on Student Attention in the Veterinary Medical Classroom

Abstract

The purpose of this study was to evaluate the ability of specific types of multiple-choice questions delivered using an Audience Response System (ARS) to maintain student attention in a professional educational setting. Veterinary students (N=324) enrolled in the first three years of the professional curriculum were presented with four different ARS question types (knowledge base, discussion, polling, and psychological investment) and no ARS questions (control) during five lectures presented by 10 instructors in 10 core courses. Toward the end of the lecture, students were polled to determine the relative effectiveness of specific question types. Student participation was high (76.1%+/-2.0), and most students indicated that the system enhanced the lecture (64.4%). Knowledge base and discussion questions resulted in the highest student-reported attention to lecture content. Questions polling students about their experiences resulted in attention rates similar to those without use of ARS technology. Psychological investment questions, based on upcoming lecture content, detracted from student attention. Faculty preparation time for three ARS questions was shorter for knowledge base questions (22.3 min) compared with discussion and psychological investment questions (38.6 min and 34.7 min, respectively). Polling questions required less time to prepare (22.2 min) than discussion questions but were not different from other types. Faculty stated that the investment in preparation time was justified on the basis of the impact on classroom atmosphere. These findings indicate that audience response systems enhance attention and interest during lectures when used to pose questions that require application of an existing knowledge base and allow for peer interaction.

Clickers and formative feedback at university lectures

“…Research on the use of SRS indicates that breaking up the traditional lecture into several mini-lectures followed by a subjectrelated question can enhance student attention (Cain et al 2009;Krumsvik and Ludvigsen 2012;Rush et al 2010;Sun 2014), increase student engagement and promote student learning (Blasco-Arcas et al 2013;Boscardin and Penuel 2012;Kay and LeSage 2009;Keough 2012;Lantz 2010;Mayer et al 2009;Nelson et al 2012;Oigara and Keengwe 2013;Smith et al 2009;Smith et al 2011). In addition, Krumsvik and Ludvigsen (2012) and Ludvigsen et al (2015) conclude that SRS can be used to facilitate a formative assessment practice for promoting feedback to students and lecturers on student understanding.…”

Student Performance and Course Evaluations Before and After Use of the Classroom Performance System™ in a Third‐year Veterinary Radiology Course

“…25 Few studies have documented the effects of audience response systems in the veterinary curriculum. [15][16][17] To our knowledge, no previous studies have described effects of this technique for veterinary radiology student learning. The purpose of this retrospective study was to compare student grades and course evaluation scores before and after use of the Classroom Performance System TM in the third-year (fifth semester) didactic radiology course at the University of Tennessee College of Veterinary Medicine.…”

“…2,3,5,[7][8][9] Audience response system technology has become increasingly popular in recent years and has been incorporated into courses in numerous subjects 9, 10 including nursing, 11 medicine, 5, 12, 13 dentistry, 10, 14 and veterinary medicine. [15][16][17] It has been shown that knowledge-based questions during lectures increased student attention and focus on content, compared with questions that relate to upcoming content or poll-type questions. 16 Students who are engaged in the classroom also retain more content; in addition, audience response systems provide a means for faculty to clarify confusing points.…”

“…[15][16][17] It has been shown that knowledge-based questions during lectures increased student attention and focus on content, compared with questions that relate to upcoming content or poll-type questions. 16 Students who are engaged in the classroom also retain more content; in addition, audience response systems provide a means for faculty to clarify confusing points. 18 Finally, students attending courses in which audience response system questions are incorporated in the final grade come to class more prepared than those attending nonaudience response system courses.…”

Weaving Latino Cultural Concepts Into Preparedness Core Competency Training

“…An ARS is a real-time data collection system comprising small, handheld keypads or "clickers" that audience members use to answer questions posed by the instructor. [23][24][25] The system can be used to engage students, assess FIGURE 2 • Incorporating Cultural Concepts into Preparedness Messaging q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q q understanding, and help instructors guide discussions. A recent systematic review of the effect of ARSs on learning outcomes in health professions education provides some evidence of their effectiveness.…”