It takes only about 10-30 minutes into a sedentary lecture before audience attention is decreasing. There are different ways to avoid this. One is to use a web-based audience response systems (ARS), where the audience interact with the lecturer through their smartphones, and another is to take short breaks, including physical movements, to re-energize both the body and the brain. In this study, these two methods have been combined and explored. By utilizing the motion sensors that are integrated in almost every smartphone, a physical activity for a lecture audience was created and implemented in the ARS platform Mentimeter. The proof of concept was evaluated in two lectures, based on O’Brien and Toms' model of engagement. The aim was to explore the prerequisites, both in terms of design and implementation, for creating an engaging physical activity within a lecture audience, using smartphone motion sensors to capture movements and a web-based ARS to present the data. The results showed that the proof of concept was perceived as fun and engaging, where important factors for creating engagement were found to be competition and a balanced level of task difficulty. The study showed that feedback is complicated when it comes to motion gesture interactions, and that there are limitations as to what can be done with smartphone motion sensors using web technologies. There is great potential for further research in how to design an energizing lecture activity using smartphones, as well as in exploring the area of feedback in motion gesture interaction. / Efter bara 10-30 minuter på en stillasittande föreläsning börjar publiken tappa i koncentration. Det går undvika på olika sätt. Ett sätt kan vara genom att låta publiken bli mer aktiva i föreläsningen med hjälp av ett webb-baserat röstningsverktyg, där de använder sina smartphones för att interagera med föreläsaren, och ett annat sätt kan vara att ta korta pauser där publiken får röra på sig för att syresätta hjärna och kropp. I den här studien kombinerades dessa två metoder genom att utnyttja rörelsesensorerna som finns inbyggda i de flesta smartphones. En fysisk aktivitet för en föreläsningspublik togs fram och implementerades i ARS-plattformen Mentimeter och konceptet utvärderades sedan under två föreläsningar baserat på O’Brien and Toms' modell för engagemang. Målet var att utforska förutsättningarna, både inom teknik och design, för att skapa en engagerande fysisk aktivitet för en föreläsningspublik, där smartphonens rörelsesensorer används för att fånga rörelse och ett webb-baserat röstningssystem för att presentera data. Resultatet visade att konceptet upplevdes som kul och engagerande, där viktiga faktorer för att skapa engagemang fanns i att ha ett tävlingsmoment och en lagom svårighetsgrad. Studien visade även att feedback är komplicerat när det kommer till rörelseinteraktion, och att det finns begräsningarna i vad som kan göras med rörelsesensorerna i en smartphone med hjälp av webbteknologi. Det finns stor potential för ytterligare undersökningar både inom hur man kan skapa interaktiva aktiviteter på föreläsningar som ger publiken mer energi, men också inom området kring feedback för rörelseinteraktion.

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Higher education is still mainly based on traditional face-to-face teaching formats such as lectures. Although known for a long time, the demand for alternative lecture designs has only recently grown significantly due to the present pandemic crisis, which requires a physical separation between the students and also the lecturer. This separation results in challenges of its own: While most solutions already allow the lecture to be held via streaming, it is even more challenging to involve students, or to create interactions with them or between them. Some approaches allow to activate students through simple polls, chats, or collaboration in breakout sessions. However, either the functional scope of these activities is severely limited or they are restricted to small scenarios. The contents of this paper have been under investigation for some time, but in lieu of the current CoViD-19 pandemic, the authors have decided to apply their preliminary findings in actual lectures and present the results here. The main goal is to investigate the addition of more advanced activities that can be adapted to the current scenario. Therefore, an approach is presented that enables lecturers to create custom workflows of interactive activities such as several types of polls, question and answer, instant feedback, or group formations with corresponding interactions. The application in real scenarios is currently being investigated.

The use of Audience Response Systems (ARSs) for tech-enhanced learning scenarios has proven to address issues occurring within higher education, e.g. the missing interaction between the lecturer and the students. Since the majority of these systems relies on a single supported didactic concept and therefore has a limited set of provided functions, ARSs are currently restricted to support classic content-based as well as enquiry-based learning. The support of more advanced didactic concepts in order to investigate studio-based learning is currently not possible due to the lacking collaborative and cooperative functionality. This paper presents a unified (meta-)model which is able to express various scenarios, targeting the holistic support of content-based, enquiry-based and studio-based learning. The created model is evaluated within a user study to reason about the applicability of its underlying concept as well as the defined function blocks. In addition, this paper purposes ideas for a future graphical editor, which will support the modeling process, and provides concrete details for a possible implementation of a system on top of the (meta-)model. Index Terms—audience response systems, collaborative learning, adaptability, meta-model, domain-specific language, highereducation, technology-enhanced learning

Technology is enjoying an increasingly important role in many collegiate pedagogical designs. Contemporary research has become more focused on the ways that technology can contribute to learning outcomes. These studies provide a critical foundation for educational researchers who seek to incorporate and reap the benefits of new technologies in classroom environments. The aim of the present study is to empirically assess how combining an active, collaborative learning environment with a classroom response system (colloquially called “clickers”) in a postsecondary setting can influence and improve learning outcomes. To this end, the study proposes an instructional design utilizing two feedback response-formats (clickers and flashcards) and two response methods for answering in-class questions (collaborative peer instruction and individual). The theoretical bases that provide the academic structure for the five instructional conditions (control, clicker-response individual, clicker-response peer instruction, flashcard-response individual, and flashcard-response peer instruction) are the generative learning theory and social constructivism. Participants were 171 undergraduate students from an Educational Psychology subject pool from a large Southwest university. The researcher used a two-way analysis of covariance (ANCOVA) with two treatments (response format and collaboration level) as the between-subjects factors; students’ posttest scores as the dependent variable; and pretest scores as the covariate. Results showed no significant main effects; however, the study produced statistically significant findings that there was an interaction effect between the use of clickers and a peer instruction design. To follow up the interaction, the researcher conducted tests of the simple effects of response format within each collaboration condition, with the pretest as the covariate. Results showed that for students who collaborated, clickers were better than flashcards, whereas when students worked individually, there was no difference. This study builds upon existing studies by using a stronger empirical approach with more robust controls to evaluate the effects of a variety of instructional interventions, clicker and flashcard response systems and peer instruction on learning outcomes. It shows that clicker technology might be most effective when combined with collaborative methods. The discussion includes implications, limitations, and directions for future research. / text

Humans’ emotions have the ability to take over, which might end up with responses inappropriate to the situation. The solution to inappropriate responses is to have a better awareness. Great team-work, calm employees, and rational decision making are all qualities that derive benefit from emotional self-awareness. However, studies show that only 36 percent can identify their emotions as they happen. This paper takes on the opportunity to raise emotional self-awareness by designing a prototype that enables the users to reflect and anonymously share their emotion through an audience response system. Forty-eight participants, in various group sizes, did within-subjects tests. They started by writing down their answer to the question: How do you feel?. They later answered through the prototype. Whether or not the participants managed to be more specific through the prototype was measured, as well as their perceived anonymity. The results revealed that the prototype was useful in both helping the users to learn emotion definitions and further specify their emotion. In regards to the perceived anonymity, it showed that the design was favoring a larger group size around 20 participants.

Made available in DSpace on 2015-05-14T12:36:39Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2498453 bytes, checksum: 874a7b66482af4ca9b577e5ba4690ce8 (MD5) Previous issue date: 2013-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Audience response systems have been studied worldwide as ways to motivate and evaluate the student body in the classroom through the use of technology. These systems have the potential to be a tool for educators able to improve the process of teaching and learning in classrooms. Audience response systems to fit well with the pedagogy of teaching and learning called active learning , which aims to improve the process of assimilation of the content by the students through activities that encourage greater participation and interaction of these with the content taught, in addition of further cooperation of these in order to solve the learning exercises presented in the classroom. This paper discusses the assessment of the impacts on learning of the use of an audience response system in the context of a higher education institution in the state of Paraíba. As a result of this work, was identified that positive impacts on the learning with the use of audience response systems in classroom, student s positive perceptions of students about the acceptance of these systems as a support tool in classroom teaching and challenges of its use, were present during the course of the study. / Sistemas de resposta à audiência já vêm sendo estudados em todo o mundo como forma de motivar e avaliar o corpo discente em sala de aula através do uso da tecnologia. Estes sistemas tem o potencial de ser, para os educadores, uma ferramenta capaz de aperfeiçoar o processo de ensino e aprendizagem presencial. Sistemas de resposta à audiência se adequam bem à pedagogia de ensino e aprendizagem denominada aprendizagem ativa , a qual busca aperfeiçoar o processo de assimilação do conteúdo pelos estudantes através de atividades que estimulem uma maior participação e interação destes com o conteúdo ministrado, além de uma maior cooperação destes com o objetivo de resolverem os exercícios de aprendizagem apresentados em sala de aula. Este trabalho discute a avaliação dos impactos na aprendizagem da utilização de um sistema de resposta à audiência no contexto de uma instituição de ensino superior no estado da Paraíba. Como resultado deste trabalho, foi identificado que, impactos positivos para a aprendizagem com a utilização dos sistemas de resposta à audiência em sala de aula, percepções positivas dos estudantes sobre a aceitação destes sistemas como ferramenta de apoio no ensino presencial e desafios de sua utilização, se fizeram presentes durante o decorrer da pesquisa.

In higher education we are confronted with a number of challenges. This includes an increasing diversity of students with respect to their basic knowledge, motivation and learning skills. To overcome these challenges, we changed the instructional strategy from traditional lectures towards a more seminar-like format that actively engages students. In this article, we will reflect on difficulties that arose when implementing a voting system in a first-semester business mathematics course. We will give an insight into how we redesigned the traditional lecture in order to successfully launch this instructional strategy. In particular, we will show the extent of the benefit gained by combining an audience response system with a peer-instruction phase.