The Use of an Audience Response System to Monitor Students' Knowledge Level in Real-Time, Its Impact on Grades, and Students' Experiences

Abstract

In an effort to evaluate the effectiveness of an audience response system (ARS), a mixed methods approach was developed using qualitative and quantitative questionnaire data together with direct measures such as exam and ARS performance scores. The results reveal that students' exam scores are higher for those students who answer ARS questions and that ARS performance scores are an indicator of how well a student will do in the final exam. Furthermore, perceived usefulness and perceived enjoyment matters for the grade, while anxiety and self-efficacy do not have an impact on students' achievement. Qualitative data on students' ARS experiences provide even deeper insights into the ARS itself and its implementation in the course, ARS questions and their benefits, and students' emotional associations. Finally, students who did not answer ARS questions had the opportunity to comment on their reasons for non-participation.