Abstract
Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education.
Highlights
In the digital age, the availability of innovative technologies provides a great opportunity for educators to move away from teacher-centred learning (McGarr, 2009)
It took students a few weeks to become familiar with the embedded semi-flipped class approach which was much easier to implement by using Mentimeter
This study aims to examine the practical implications of using Mentimeter on the learning experience of international students
Summary
The availability of innovative technologies provides a great opportunity for educators to move away from teacher-centred learning (McGarr, 2009). Teacher-centred learning may not be helpful to international students who usually feel reluctant to engage in class activities due to cultural and language barriers (Andrade, 2006). Those students have competing priorities such as settling in a new country and working to fund their studies and may not have the motivation to engage genuinely in their studies (Brimble, 2016). Many online interactive tools are currently available that can serve this purpose such as Socrative, Mentimeter, GoSoapBox, and Poll Everywhere. Many studies have examined the impact of using various interactive technological tools on student education in different contexts (e.g., Gokbulut, 2020; Skaik & Tumpa / Contemporary Educational Technology, 2022, 14(1), ep335
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