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EnglishStudent Response Systems exhibit a long usage history, begun with clickers and recently evolved toward Web-based systems. Several studies show that they improve students’ engagement and participation, but also show some drawbacks (clickers costs, distraction and equity in Web-based systems). In this paper, we present our implementation of a Student Response System integrated within a collaborative application. Our approach does not require an Internet connection, has no cost, is flexible, and includes the possibility of arranging a Student Response Systems with a wide set of collaborative tools. We also present an evaluation study involving teachers and students from a high school. Results show improvements in students’ participation and engagement. Finally we found some differences between the teachers and students groups with regard to user experience, usefulness, and long-term behaviors
| Titolo: | How Quiz-based Tools Can Improve Students' Engagement and Participation in the Classroom |
| Autori: | |
| Data di pubblicazione: | 2014 |
| Abstract: | Student Response Systems exhibit a long usage history, begun with clickers and recently evolved toward Web-based systems. Several studies show that they improve students’ engagement and participation, but also show some drawbacks (clickers costs, distraction and equity in Web-based systems). In this paper, we present our implementation of a Student Response System integrated within a collaborative application. Our approach does not require an Internet connection, has no cost, is flexible, and includes the possibility of arranging a Student Response Systems with a wide set of collaborative tools. We also present an evaluation study involving teachers and students from a high school. Results show improvements in students’ participation and engagement. Finally we found some differences between the teachers and students groups with regard to user experience, usefulness, and long-term behaviors |
| Handle: | http://hdl.handle.net/11386/4371253 |
| ISBN: | 9781479951581 |
| Appare nelle tipologie: | 4.1.2 Proceedings con ISBN |
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