Mıshra, Deepti

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https://hdl.handle.net/20.500.14411/7868
Name Variants
Deepti, Mıshra
Deepti, Mishra
M.,Deepti
M., Deepti
Mishra,D.
D.,Mıshra
Mishra, Deepti
Mıshra, Deepti
Mıshra,D.
D.,Mishra
D., Mishra
Mıshra, Deeptı
Mishra, D
Job Title
Doktor Öğretim Üyesi
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Main Affiliation
Computer Engineering
Status
Former Staff
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Scholarly Output

101

Articles

41

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299/547

Supervised MSc Theses

4

Supervised PhD Theses

1

WoS Citation Count

862

Scopus Citation Count

1291

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15

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17

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8.53

Scopus Citations per Publication

12.78

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13

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5

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Acta Polytechnica Hungarica4
Journal of Universal Computer Science3
Computer Standards & Interfaces3
Confederated International Workshops and Posters: EI2N plus NSF ICE, ICSP plus INBAST, ISDE, ORM, OTMA, SWWS plus MONET plus SeDeS, and VADER -- OCT 17-21, 2011 -- Hersonissos, GREECE3
Tehnicki Vjesnik3
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Has files: falseSubject: active learning

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    Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Personal Response Systems Through the Prism of Students' Experiences
    (Wiley, 2020) Mishra, Deepti; Chew, Esyin; Ostrovska, Sofiya; Wong, Jojo
    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.