Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis ARTICLE
Robin Kay, Ann LeSage, Liesel Knaack, University of Ontario Institute of Technology, Canada
Journal of Interactive Learning Research Volume 21, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
To date, extensive research has been done on the use of Audience Response Systems (ARSs) in colleges and universities, but not in secondary school schools. The purpose of this study was to conduct a detailed formative analysis on the benefits, challenges, and use of ARSs from the perspective of 659 secondary school students. Key benefits reported were increased levels of engagement and motivation, the effective use of formative assessment, and a better quality learning environment. Key challenges included a perceived decreased in learning performance when an ARS was used for summative assessment, technological malfunctions, resistance to using a new method of learning, and increased stress due to perceived time constraints. Finally, students consistently rated the use of an ARS significantly higher when it was used for formative as opposed to summative assessment.
Kay, R., LeSage, A. & Knaack, L. (2010). Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis. Journal of Interactive Learning Research, 21(3), 343-365. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2018 from https://www.learntechlib.org/primary/p/29551/.
© 2010 Association for the Advancement of Computing in Education (AACE)