Abstract
Personal response systems (PRSs) are still prevalent in a wide range of educational settings, and this increasing importance has prompted many researchers to examine their various aspects. PRS effects on student learning performance are generally divided into three main categories of factors: (1) learner characteristics (learner interface and learner interactions), (2) instructor characteristics (instructors' technical skills and attitudes toward students), and (3) other contextual factors (content and types of questions). This chapter discusses the characteristics of PRSs, reviews their advantages and disadvantages, and proposes a theoretical model of the factors affecting student engagement and performance in learning. The chapter concludes by exploring the research implications of the findings and directions for future PRS research.
TopBackground
The growing popularity of PRSs has substantially improved the quality of teaching and student learning performance (e.g., Blasco-Arcas et al., 2013; Li & Wong, 2020; Mishra et al., 2020; Rana & Dwivedi, 2018). Specifically, PRSs have generated new teaching and learning practices in education. Research has raised awareness among researchers of the importance of PRSs in teaching and learning (Mishra et al., 2020; Rana & Dwivedi, 2018; Voith et al., 2018). Li and Wong (2020) examined the use of PRSs with learning analytics during the 2008–2017 period to evaluate student engagement, their learning experience, and the effectiveness of teaching and learning. The design of questions in PRSs that higher education students are asked to answer in class has also improved clarity (Stowell, 2015).
Most studies have examined the impact of PRSs on student learning and performance (e.g., Buil et al., 2019; Chan et al., 2019; Shapiro et al., 2017). Putwain et al. (2018) examined the relationship between students’ academic enjoyment, boredom, and achievement. Their results indicated that the relationship between academic enjoyment and boredom was mediated by achievement. Chan and Ko (2019) examined PRS user interfaces as an important antecedent of student engagement and performance in learning. They found that the impact of PRSs on learning performance was mediated by student engagement in learning across a wide range of educational settings.
Key Terms in this Chapter
Interactive Learning: An effective two-way learning format that encourages active participation between instructors and students.
Personal Response Systems: An integrated information systems that are instructional technology tools that consist of a proprietary software application in computers, mobile phones, and other response tools used by instructors and students.
Learner Interface: The extent to which individual learners can use PRSs to connect to instructors and other learners.
Learning Performance: The relatively permanent changes in knowledge or behavior that support retention and transfer of learning.
Boredom: A negative emotion and indicates an individual’s state of being bored.
Student Engagement: An involvement of students who result from the interactions with instructors.
Active Collaborative Learning: A method of encouragement that gives students the chance to speak up, listen to others, and reflect on their own thoughts.