Using Interactive Computer Technology to Enhance Learning

Abstract

We assessed the effects of using LearnStar™, an interactive, computer-based teaching tool, as an in-class exam review method. Students with higher LearnStar review scores had higher grades. Furthermore, students' satisfaction ratings indicated that LearnStar reviews were more enjoyable and conducive to participation than traditional reviews. However, students who reviewed using LearnStar did not have significantly higher exam scores or course grades compared to students who had traditional reviews. Future research directions include measuring different aspects of students' engagement in courses and examining the effects of using tools such as LearnStar for other in-class activities such as brief quizzes or polls.

Evaluating the Effectiveness of a Personal Response System in the Classroom

“…One reason for the positive results might be that we used the clickers as a catalyst to engage the students in a discussion of how their estimates compared to other people's and why people generally answer in this way, instead of using them for testing immediate retention before continuing with lecture or using them for quizzing. The effect of clickers on student performance is greater than in some studies using other active learning exercises in class (DeBord, Aruguete, & Muhlig, 2004;Forsyth & Archer, 1997;Pemberton, Borrego, & Cohen, 2006;Wit, 2003). In other studies, instructors have not dramatically altered the lectures, student attendance was not controlled, and material outside the lectures in which clickers were used was assessed on performance measures (Kennedy & Cutts, 2005;Yourstone et al, 2008).…”

Active Learning

“…But not every computer-based or technology-assisted interaction enhances learning. Although technologyassisted instruction tends to be associated with increased student motivation, enjoyment, and development (Forsyth & Archer, 1997), learning outcomes are not always superior in technologically assisted classes (DeBord, Arguete, & Muhlig, 2004;Pemberton, Borrego, & Cohen, 2006).…”

About the Journal

“…Summative assessment practices tend to provide few opportunities for professors to make substantive changes to their courses to better assist students in reaching desired learning goals and objectives. Research studies (i.e., Hargreaves, 2005;Pemberton, Borrego & Cohen, 2006;Roediger & Karpicke, 2006) suggest that students perform higher in classrooms where professors assess content more frequently and in smaller increments than in classroom where professors only use only a mid-term and final exam in their courses to assess student learning. Hence, formative assessment practices tend to improve the quality of teaching and learning in the classroom in three ways (Joughin, 2010).…”