Personal Response Systems Through the Prism of Students' Experiences

dc.authorid Mishra, Deepti/0000-0001-5144-3811
dc.authorid Wong, Sze Meng/0000-0003-1990-9217
dc.authorscopusid 15730011900
dc.authorscopusid 23989981600
dc.authorscopusid 35610828900
dc.authorscopusid 55451177900
dc.authorwosid Chew, Esyin/Q-1287-2016
dc.authorwosid Mishra, Deepti/AAZ-1322-2020
dc.contributor.author Mishra, Deepti
dc.contributor.author Chew, Esyin
dc.contributor.author Ostrovska, Sofiya
dc.contributor.author Wong, Jojo
dc.contributor.other Mathematics
dc.contributor.other Computer Engineering
dc.date.accessioned 2024-07-05T15:39:21Z
dc.date.available 2024-07-05T15:39:21Z
dc.date.issued 2020
dc.department Atılım University en_US
dc.department-temp [Mishra, Deepti] Norwegian Univ Sci & Technol NTNU, Dept Comp Sci, Teknol Vegen 22, N-2815 Gjovik, Norway; [Chew, Esyin] Cardiff Metropolitan Univ, Dept Comp & Informat Syst, Cardiff, Wales; [Ostrovska, Sofiya] Atilim Univ, Dept Math, Ankara, Turkey; [Wong, Jojo] La Trobe Univ, Ctr Data Analyt & Cognit, Bundoora, Vic, Australia en_US
dc.description Mishra, Deepti/0000-0001-5144-3811; Wong, Sze Meng/0000-0003-1990-9217 en_US
dc.description.abstract 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. en_US
dc.identifier.citationcount 2
dc.identifier.doi 10.1002/cae.22298
dc.identifier.endpage 1246 en_US
dc.identifier.issn 1061-3773
dc.identifier.issn 1099-0542
dc.identifier.issue 5 en_US
dc.identifier.scopus 2-s2.0-85087814143
dc.identifier.scopusquality Q1
dc.identifier.startpage 1232 en_US
dc.identifier.uri https://doi.org/10.1002/cae.22298
dc.identifier.uri https://hdl.handle.net/20.500.14411/3216
dc.identifier.volume 28 en_US
dc.identifier.wos WOS:000566848000012
dc.identifier.wosquality Q2
dc.institutionauthor Ostrovska, Sofiya
dc.institutionauthor Mıshra, Deepti
dc.language.iso en en_US
dc.publisher Wiley en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.scopus.citedbyCount 1
dc.subject active learning en_US
dc.subject clicker en_US
dc.subject personal response system en_US
dc.subject socrative en_US
dc.subject thematic analysis en_US
dc.title Personal Response Systems Through the Prism of Students' Experiences en_US
dc.type Article en_US
dc.wos.citedbyCount 1
dspace.entity.type Publication
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