The perceptions of using instant interaction applications for enhancing peer discussion in a flipped classroom

Abstract

This study attempted to use the application software installed on students' smartphones as an instant interactive tool in the classroom in a university course on basic computer science concepts. This study compared two different systems. One instant interaction application provided the students with multimedia feedback in time sequence, while the other showed the students' responses ranked by the number of students who 'liked' them. The students were divided into verbalisers and visualisers using a learning style questionnaire for comparison of students with different learning styles using the two systems. The results showed no significant difference between the two systems in terms of perceived usefulness, ease-of-use or enjoyment. The average frequency of the messages produced by the students using the multimedia-oriented system was higher than that for the like-ranking system on average at the beginning. However, the average frequency of messages produced by the students using the multimedia-oriented system decreased considerably week by week, and was fewer than those produced by the students using the like-ranking system in the fourth week. The results also showed that the visualisers perceived higher enjoyment than the verbalisers when using the interactive system showing responses in like-ranking sequence.