Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes

Pantelis M. Papadopoulos; Antonis Natsis; Nikolaus Obwegeser; Armin Weinberger

doi:10.1111/jcal.12332

Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes

Pantelis M. Papadopoulos^*, Antonis Natsis, Nikolaus Obwegeser, Armin Weinberger

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

3 Citations (Scopus)

Abstract

The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the “challenging” questions, in which answers diverged, students who received additional information about peers' self-reported preparation and/or confidence outperformed students who were only given the objective percentage with or without past performance feedback. In addition, students expressed a positive attitude towards the activity, commenting its usefulness in better understanding course material and identifying misconceptions.

Original language	English
Pages (from-to)	305-316
Number of pages	12
Journal	Journal of computer assisted learning
Volume	35
Issue number	2
DOIs	https://doi.org/10.1111/jcal.12332
Publication status	Published - Apr 2019
Externally published	Yes

Keywords

Audience response system
Clickers
Confidence
Feedback
Formative assessment
Preparation

Access to Document

10.1111/jcal.12332

Cite this

@article{1f214d407ebf4db0ad0070d4a46f5606,

title = "Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes",

abstract = "The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the “challenging” questions, in which answers diverged, students who received additional information about peers' self-reported preparation and/or confidence outperformed students who were only given the objective percentage with or without past performance feedback. In addition, students expressed a positive attitude towards the activity, commenting its usefulness in better understanding course material and identifying misconceptions.",

keywords = "Audience response system, Clickers, Confidence, Feedback, Formative assessment, Preparation",

author = "Papadopoulos, {Pantelis M.} and Antonis Natsis and Nikolaus Obwegeser and Armin Weinberger",

year = "2019",

month = apr,

doi = "10.1111/jcal.12332",

language = "English",

volume = "35",

pages = "305--316",

journal = "Journal of computer assisted learning",

issn = "0266-4909",

publisher = "Wiley-Blackwell",

number = "2",

}

Enriching feedback in audience response systems : Analysis and implications of objective and subjective metrics on students' performance and attitudes. / Papadopoulos, Pantelis M.; Natsis, Antonis; Obwegeser, Nikolaus et al.

In: Journal of computer assisted learning, Vol. 35, No. 2, 04.2019, p. 305-316.

Research output: Contribution to journal › Article › Academic › peer-review

TY - JOUR

T1 - Enriching feedback in audience response systems

T2 - Analysis and implications of objective and subjective metrics on students' performance and attitudes

AU - Papadopoulos, Pantelis M.

AU - Natsis, Antonis

AU - Obwegeser, Nikolaus

AU - Weinberger, Armin

PY - 2019/4

Y1 - 2019/4

N2 - The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the “challenging” questions, in which answers diverged, students who received additional information about peers' self-reported preparation and/or confidence outperformed students who were only given the objective percentage with or without past performance feedback. In addition, students expressed a positive attitude towards the activity, commenting its usefulness in better understanding course material and identifying misconceptions.

AB - The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the “challenging” questions, in which answers diverged, students who received additional information about peers' self-reported preparation and/or confidence outperformed students who were only given the objective percentage with or without past performance feedback. In addition, students expressed a positive attitude towards the activity, commenting its usefulness in better understanding course material and identifying misconceptions.

KW - Audience response system

KW - Clickers

KW - Confidence

KW - Feedback

KW - Formative assessment

KW - Preparation

UR - http://www.scopus.com/inward/record.url?scp=85056189172&partnerID=8YFLogxK

U2 - 10.1111/jcal.12332

DO - 10.1111/jcal.12332

M3 - Article

AN - SCOPUS:85056189172

VL - 35

SP - 305

EP - 316

JO - Journal of computer assisted learning

JF - Journal of computer assisted learning

SN - 0266-4909

IS - 2

ER -

Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this