The impact of Student Response Systems on the learning experience of undergraduate psychology students

Walklet, Elaine ORCID: 0000-0002-0690-230X, Davis, S., Farrelly, Daniel and Muse, Kate (2016) The impact of Student Response Systems on the learning experience of undergraduate psychology students. Psychology Teaching Review, 22 (1). pp. 35-48.

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Abstract

Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience of psychology students across different levels of their programme. Across two studies, first year students’ experience of using Turningpoint clickers and second year students’ experience of using Poll Everywhere was investigated. Evaluations of both studies revealed that SRS have a number of positive impacts on learning, including enhanced engagement, active learning, peer interaction, and formative feedback. Technical and practical issues emerged as consistent barriers to the use of SRS. Discussion of these findings and the authors’ collective experiences of these technologies are used to provide insight into the way in which SRS can be effectively integrated within undergraduate psychology programmes.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Student Response Systems; Large Group Teaching; Feedback Engagement; Technology Enhanced Learning
Related URLs:
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB2300 Higher Education
T Technology > T Technology (General)
Divisions: Schools and Research Institutes > School of Natural & Social Sciences > Psychological Sciences
Research Priority Areas: Environmental Dynamics & Governance
Depositing User: Rhiannon Goodland
Date Deposited: 08 Oct 2020 10:43
Last Modified: 08 Oct 2020 10:45
URI: http://eprints.glos.ac.uk/id/eprint/8859

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