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Personal response systems through the prism of students' experiences

journal contribution
posted on 17.11.2020, 22:58 by D Mishra, E Chew, S Ostrovska, Sze Meng Wong
© 2020 The Authors. Computer Applications in Engineering Education published by Wiley Periodicals LLC Personal response systems (PRSs) today offer an opportunity to the field of education in terms of improving teaching and learning outcomes through active engagement in classrooms. The present paper investigates students' attitudes to different types of PRSs, namely, Socrative and Clickers. Both qualitative and quantitative data are gathered and classified. The performed thematic analysis reveals major categories within the framework of this study, namely educational efficacy, psychological aspects, technology-related issues, and administrative issues. It has been found that Socrative fares better in the “educational efficacy” and “administrative issues,” whereas Clickers outperforms Socrative in the “technological-related issues.” It is worth pointing out that both Socrative and Clickers are tantamount in “psychological aspects” yielding no negative experiences. The results of this study reveal that two main factors, cost and technological infrastructure, are determinative in the incorporation and appreciation of such systems in an educational setting.

History

Publication Date

13/07/2020

Journal

Computer Applications in Engineering Education

Volume

28

Issue

5

Pagination

15p. (p. 1232-1246)

Publisher

Wiley

ISSN

1061-3773

Rights Statement

The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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