Learner Response System Research Articles

Engaging, Impressing and Captivating Language Learners by Interactive Presentations – A Review of Mentimeter

Stimulating learners’ engagement in a large class is one of the most important issues for language educators (Lamb, 2017). The present review aims to offer a review of Mentimeter for creating interactive presentations in large language classrooms. Driven by the continuous development of mobile technologies, language educators and teachers apply ‘Bring Your Own Device’ (BYOD) approach in using technology in classes. BYOD allows teachers and students to use their personally owned device and invite them to actively participate in various forms of in-class activities (Stowell, 2015). Mentimeter is an engaging and interactive Learner Response System (LRS). It allows real-time interaction between language educators and learners via mobile devices. At present, Mentimeter has over 200 million users, and 90,000 customers across more than 220 countries and territories (Mentimeter, 2021), and the application of this tool in language education deserves a deep and critical review.

Speakometer: English Pronunciation Coach

Stimulating learners’ engagement in a large class is one of the most important issues for language educators (Lamb, 2017). The present review aims to offer a review of Mentimeter for creating interactive presentations in large language classrooms. Driven by the continuous development of mobile technologies, language educators and teachers apply ‘Bring Your Own Device’ (BYOD) approach in using technology in classes. BYOD allows teachers and students to use their personally owned device and invite them to actively participate in various forms of in-class activities (Stowell, 2015). Mentimeter is an engaging and interactive Learner Response System (LRS). It allows real-time interaction between language educators and learners via mobile devices. At present, Mentimeter has over 200 million users, and 90,000 customers across more than 220 countries and territories (Mentimeter, 2021), and the application of this tool in language education deserves a deep and critical review

Engaging, Impressing and Captivating Language Learners by Interactive Presentations – A Review of Mentimeter

Stimulating learners’ engagement in a large class is one of the most important issues for language educators (Lamb, 2017). The present review aims to offer a review of Mentimeter for creating interactive presentations in large language classrooms. Driven by the continuous development of mobile technologies, language educators and teachers apply ‘Bring Your Own Device’ (BYOD) approach in using technology in classes. BYOD allows teachers and students to use their personally owned device and invite them to actively participate in various forms of in-class activities (Stowell, 2015). Mentimeter is an engaging and interactive Learner Response System (LRS). It allows real-time interaction between language educators and learners via mobile devices. At present, Mentimeter has over 200 million users, and 90,000 customers across more than 220 countries and territories (Mentimeter, 2021), and the application of this tool in language education deserves a deep and critical review.

An Exploration of the Factors Influencing the Class Satisfaction of a Video-based Online TOEIC Course: the Learner Response System and Convenience of Online Lectures

This study investigated whether a real-time video lecture using the Learner Response System has a positive effect on the student satisfaction with a video-based online TOEIC course when the real-time video lectures are additionally provided to the students. It was also investigated whether the convenience of an online course such as taking a course at students pace at the time and place they want would have any influence on the student satisfaction with the online course. 287 college students took the online TOEIC course during the fall semester of 2020 from September through December and at the end of the course, they were given a survey asking their opinions on the effects of the Learner Response System used in the real-time video lecture and on the convenience of online course. The analysis of the survey showed that the Learner Response System used in the real-time video lecture had a significant positive effect on the student satisfaction, but that there was no significant correlation of the convenience of the online lecture with the student satisfaction. The results of this study suggest that if it is effectively used in the real-time video lectures, the Learner Response System can enhance the teacher-student communication and student satisfaction with a video-based online course.

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools

ABSTRACT While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology in formative assessment, to identify approaches that are effective in improving pupils’ learning outcomes. The review involved a search of 11 major databases, and included 55 eligible studies. The results suggest promising evidence that digitally delivered formative assessment could facilitate the learning of maths and reading for young children, but there is no good evidence that it is effective for other subjects, or for older children, or that it is any more effective than formative assessment without technology. The review found no good evidence that learner response systems work in enhancing children’s academic attainment, and there is no evidence supporting the effectiveness of such technologies that embed gaming features. Much research in this area is of poor quality. More rigorous studies using causal designs are thus urgently needed. Meantime, there should be no rush to use technology on the basis of improving attainment.

The effects of Socrative, a Learner Response System on improving English vocabulary

The effects of Socrative, a Learner Response System on improving English vocabulary

The use of learner response systems in the classroom enhances teachers' judgment accuracy

The study aimed to support student achievement and teacher judgment accuracy by the use of learner response systems (“clickers”) in the classroom. Twenty school classes with 459 sixth-grade students and their mathematics teachers were divided into three groups for a quasi-experimental pre-post-test intervention study over five weeks. Students of the clicker group gained more mathematical knowledge from the intervention than students of the diary and control group. Teacher judgments of all three groups were getting more accurate. However, teachers using clickers judged with far the highest accuracy. Clickers can be recommended as a valuable tool for enhancing teacher judgment accuracy.

플립러닝에서 게임형 학습자반응시스템 퀴즈 활용이 수업흥미와 학업성취에 미치는 영향

플립러닝에서 게임형 학습자반응시스템 퀴즈 활용이 수업흥미와 학업성취에 미치는 영향

Introducing a learner response system to pre-service education students: Increasing student engagement

Described in this study is a learner response system (clickers) used with first-year undergraduate students in a small group setting. The aim of the project was to address issues faced by us all as we seek to improve class participation, as well as engage students in lectures and tutorials throughout the course. Data collection for this case study incorporated diary entries by the lecturer and student responses to the use of clickers and reflects both the course coordinator’s journey through the process of introducing this new technology and changing students’ responses as they engage with this technology. The article reports on the positive results particularly in relation to increased potential for clickers to be used as a teaching and learning tool. The significance of this study, however, lies in the recognition that pedagogical approaches need to be taken into consideration when planning for effective use of clickers as a tool for engaging students.

Exploring the effects of a learner response system on EFL reading

Exploring the effects of a learner response system on EFL reading

Aligning pedagogy and technology: A case study using clickers in a first-year university education course

This paper presents the results of a case study which focuses on lecturers' use of a learner response system (clickers) with students enrolled in a first-year university education course. Data is drawn from interviews and questionnaires with guest lecturers, including the course coordinator and an author of the paper, who is also the principal lecturer in the course. Within the body of research that links clicker use with positive student engagement, this paper focuses on the lecturers' experiences in preparing for, and using clickers with their students. The study focused on the research question: How do pedagogical decisions affect the way clickers are used with students in an education course? Taking into account the locatedness of individual lecturers' pedagogical frameworks, the results of this study indicate a connection between lecturers' teaching pedagogies, the way these inform their interactions with students and also how they incorporate clickers in their teaching. This paper therefore argues that the objectives of using clickers need to be made explicit in pedagogical dialogues of teaching teams comprised of lecturers and guest lecturers, and clearly linked to the overall pedagogy informing course delivery.

Learning a foreign language with a learner response system: the students' perspective

This paper reports the results of a study on the use of a learner response system (LRS) by a group of students of English as a foreign language (L2). Via a methodology that included the analysis of survey questionnaires and open-ended oral interviews, the study examined learners' perceptions of the use of an LRS by a group of 30 Brazilians learning English in a communicative classroom environment. Overall, the results are consistent with the consensus that students perceive the response system as a positive addition to their classes, as its use increases participation and the general enjoyment of classes, contributes to learning, fosters interactions, and allows learners to self-assess and compare their performance with that of their peers. Because research on LRS in L2 settings is still in its infancy, this paper contributes data and analysis that highlight the pedagogical benefits of the implementation of a response system in L2 pedagogy.

University of Central Florida College of Medicine

University of Central Florida College of Medicine