Instructor perceptions of using a mobile phone-based, free classroom response system in first-year statistics undergraduate courses: implications for teaching practice

Abstract

Student engagement at first-year level is critical for student achievement, retention and success. Research indicates that the use of Classroom Response Systems (CRS) is associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback. Traditional CRS rely on special and often costly hardware (clickers). Often, special software and IT support is required as well, thus increasing the costs of implementation and use. In this study we explored, from an instructor perspective, the use of a low-cost CRS (VotApedia), which enabled first-year students to become anonymously engaged in a large-class environment by using their mobile phones to vote on multiple-choice questions posed by the instructor. The project was implemented at three Australian universities in first year undergraduate statistics classes. Using an action research methodology, instructors involved in the study collected qualitative data related to setup of the system, in-class delivery and instructor perceptions of student engagement. This paper presents the results of the study including the advantages/disadvantages of using VotApedia, practicalities for consideration by potential adopters and recommendations for the future from an instructor perspective.