Walklet, Elaine, Davis, Sarah K. ORCID: https://orcid.org/0000-0002-4683-4807, Farrelly, Daniel
ORCID: https://orcid.org/0000-0003-1505-686X and Muse, Kate
ORCID: https://orcid.org/0000-0001-5824-1841
(2016)
The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students.
Psychology Teaching Review, 22 (1).
ISSN 0965-948X
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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 has 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 |
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Additional Information: | The full-text of the published version cannot be supplied. Please check availability with your local library or Interlibrary Requests service. |
Uncontrolled Discrete Keywords: | SRS, Student Response Systems, learning experience, undergraduate psychology students |
Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
Divisions: | College of Business, Psychology and Sport > School of Psychology |
Related URLs: | |
Depositing User: | Elaine Walklet |
Date Deposited: | 13 Jun 2016 09:31 |
Last Modified: | 07 Apr 2022 04:00 |
URI: | https://eprints.worc.ac.uk/id/eprint/4523 |
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