Abstract
<p class="JLDAbstract">This paper aims to answer how we can increase students’ engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom. We tested a model of classroom technology integration enhancing the students’ engagement among first year undergraduate students (n=131). This study provides evidence of significant effect of positive attitude and social pressure on the intent to use KeyPads. In turn, the intent to use KeyPads leads to the actual use of KeyPads which is directly associated with the level of student engagement. In addition, we find evidence for the relationship between extraversion and level of engagement such that compared to extrovert students, introvert students felt more engaged.</p>
Highlights
Student engagement is the product of motivation and active learning
The main objective of testing the model was to investigate whether the use of KeyPads might lead to enhanced student engagement in a large classroom
The research sought to examine the various predictors of intentions to use KeyPads in large classrooms
Summary
Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.Elizabeth F. Student engagement is the product of motivation and active learning. In a large classroom with hundreds of students, individuals tend to lose their attention toward a lecture and become disengaged students (Crosling, Thomas, & Heagney, 2008). Engagement in this project is defined as students’ willingness to participate in learning activities with positive emotion (Chapman, 2003; Skinner & Belmont, 1993). Based on the teaching square observation, the common feedback that we received was the class size and a lack of students’ participation. The question remains “how can we increase students’ engagement in a supersize class?”
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