Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis

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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. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29551.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 21, Issue 3, July 2010
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Robin Kay, Ann LeSage, Liesel Knaack, University of Ontario Institute of Technology, Canada

Abstract

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.

Keywords

• Assessment
• Evaluation
• Secondary Education
• Classrooms
• Communication
• Attitudes
• Students
• Educational Technology
• Integration
• Teaching Methods
• Information Communication Technologies

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