Clickers, voting machines, audience response systems, personal response units, classroom communication systems and student response systems are all types of classroom response systems that allow students to quickly and... [ view full abstract ]
Clickers, voting machines, audience response systems, personal response units, classroom communication systems and student response systems are all types of classroom response systems that allow students to quickly and efficiently respond to questions posed by the teacher in a live classroom environment (Barber and Njus, 2007). The benefits of using such systems are well documented in the research literature and include improved classroom interaction, improved student motivation and improved attendance (Caldwell, 2007). These systems are typically used to gather immediate real-time feedback from students during the classroom.
However, despite all the recognized benefits, these systems are limited in their input capabilities and generally only allow for a multiple-choice selection. They do not cater for writing equations, drawing diagrams, annotating figures or any form of graphical input. This is a major disadvantage in Science, Technology, Engineering and Math (STEM) disciplines where the key learning focus is on the art of problem solving, i.e. the methodology behind the final answer. It is more beneficial for a teacher to know how a student solves an equation, for example, than it is to determine whether or not they obtained the final answer. When a mistake has been made, the former will reveal exactly where and how the student has made the mistake.
This paper presents the use of UniDoodle, a recently developed, multi-platform, smart device based student response system that alleviates the aforementioned issue. This new system provides a freeform-style input using sketch capabilities. It operates on all devices using either the ios or Android operating system, and builds on previous work in the area by the lead author (McLoone et al., 2013).
The key focus of this paper is to investigate how best to employ the UniDoodle system in a live classroom environment. As such, UniDoodle was used in a first year Electronic Engineering class, in Maynooth University, over the course of a full semester. This paper will present details of the actual evaluation and outline the key findings from this study. Detailed student feedback on the use of UniDoodle is also provided.
References:
Barber, M. & Njus, D. (2007). Clicker evolution: seeking intelligent design. The American Society for Cell Biology, 6, 1-20.
Caldwell, J. E. (2007). Clickers in the large classroom: current research and best-practice tips. Life Sciences Education, 7(1), 25-36.
McLoone, S., Villing, R. & O’Keeffe, S. (2015). A novel smart device student response system for supporting high quality active learning in the engineering and science disciplines. AISHE-J: The all Ireland Journal of Teaching and Learning in Higher Education, 7(2), pp.2071-2078.
