A Model for Customized In-class Learning Scenarios - An Approach to Enhance Audience Response Systems with Customized Logic and Interactivity

Daniel Schön, Melanie Klinger, Stephan Kopf, Wolfgang Effelsberg

2015

Abstract

Audience Response Systems (ARS) are quite common nowadays. With a very high smart phone availability among students, the usage of ARS within classroom settings has become quite easy. Together with the trend for developing web applications, the number of ARS implementations grew rapidly in recent years. Many of these applications are quite similar to each other, and fit into many classroom learning scenarios like test questions, self-assessment and audience feedback. But they are mostly limited to their original purpose. Using another question types or little differences in the existing quiz logic cause considerable effort to develop as they have to be implemented separately. We searched for similarities between the different ARS implementations, matched them to a universal process and present a generalized model for all of them. We implemented a prototype that serves many known scenarios ranging from simple knowledge feedback questions up to complex marketplace simulations. A first evaluation in different course types with up to fifty students showed, that the model satisfies our expectations and offers a lot of new opportunities for classroom learning scenarios.

References

  1. Al-Smadi, M., Wesiak, G., and Guetl, C. (2012). Assessment in serious games: An enhanced approach for integrated assessment forms and feedback to support guided learning. In Interactive Collaborative Learning (ICL), 2012 15th International Conference on, pages 1-6.
  2. Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., and Berta, R. (2013). Assessment in and of serious games:an overview. In Advances in Human-Computer Interaction Volume 2013.
  3. Chabi, M. and Ibrahim, S. (2014). The impact of proper use of learning system on students performance case study of using mymathlab. In 6th International Conference on Computer Supported Learning, pages 551- 554.
  4. Chen, J. C., Whittinghill, D. C., and Kadlowec, J. A. (2010). Classes that click: Fast, rich feedback to enhance student learning and satisfaction. Journal of Engineering Education, pages 159-168.
  5. Dawabi, P., Dietz, L., Fernandez, A., and Wessner, M. (2003). ConcertStudeo: Using PDAs to support face-to-face learning. In Wasson, B., Baggetun, R., Hoppe, U., and Ludvigsen, S., editors, International Conference on Computer Support for Collaborative Learning 2003 - Community Events, pages 235-237, Bergen, Norway.
  6. Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., and Wenk, L. (1996). Classtalk: A classroom communication system for active learning. Journal of Computing in Higher Education, 7:3-47.
  7. Dunwell, I., Petridis, P., Hendrix, M., Arnab, S., Al-Smadi, M., and Guetl, C. (2012). Guiding intuitive learning in serious games: An achievement-based approach to externalized feedback and assessment. In Complex, Intelligent and Software Intensive Systems (CISIS), 2012 Sixth International Conference on, pages 911-916.
  8. Ehlers, J. P., Mbs, D., vor dem Esche, J., Blume, K.; Bollwein, H., and Halle, M. (2010). Einsatz von formativen, elektronischen testsystemen in der prsenzlehre. GMS Zeitschrift fur Medizinische Ausbildung, 27.
  9. Jackowska-Strumillo, L., Nowakowski, J., Strumillo, P., and Tomczak, P. (2013). Interactive question based learning methodology and clickers: Fundamentals of computer science course case study. In Human System Interaction (HSI), 2013 The 6th International Conference on, pages 439-442.
  10. Jagar, M., Petrovic, J., and Pale, P. (2012). Auress: The audience response system. In ELMAR, 2012 Proceedings, pages 171-174.
  11. Kapralos, B., Haji, F., and Dubrowski, A. (2013). A crash course on serious games design and assessment: A case study. In Games Innovation Conference (IGIC), 2013 IEEE International, pages 105-109.
  12. Kay, R. H. and LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Comput. Educ., 53(3):819- 827.
  13. Kelleher, C. and Pausch, R. (2007). Using storytelling to motivate programming. Commun. ACM, 50(7):58-64.
  14. Kopf, S. and Effelsberg, W. (2007). New teaching and learning technologies for interactive lectures. Advanced Technology for Learning (ATL) Journal, 4(2):60-67.
  15. Kundisch, D., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J., Sievers, M., and Zoyke, A. (2012). Desining a web-based application to support peer instruction for very large groups. In Proceedings of the International Conference on Information Systems, pages 1-12, Orlando, USA. AIS Electronic Library.
  16. Llamas-Nistal, M., Caeiro-Rodriguez, M., and GonzalezTato, J. (2012). Web-based audience response system using the educational platform called bea. In Computers in Education (SIIE), 2012 International Symposium on, pages 1-6.
  17. Mehm, F., Gö bel, S., and Steinmetz, R. (2012). Authoring of serious adventure games in storytec. E-Learning and Games for Training, . . . , pages 144-154.
  18. Mildner, P., Campbell, C., and Effelsberg, W. (2014). Word Domination. In G öbel, S. and Wiemeyer, J., editors, Lecture Notes in Computer Science, volume 8395 of Lecture Notes in Computer Science, chapter 7, pages 59-70. Springer International Publishing.
  19. Moreno Ger, P. (2014). eadventure: Serious games, assessment and interoperability. In Computers in Education (SIIE), 2014 International Symposium on, pages 231- 233.
  20. Murphy, T., Fletcher, K., and Haston, A. (2010). Supporting clickers on campus and the faculty who use them. In Proceedings of the 38th Annual ACM SIGUCCS Fall Conference: Navigation and Discovery, SIGUCCS 7810, pages 79-84, New York, NY, USA. ACM.
  21. Rascher, W., Ackermann, A., and Knerr, I. (2003). Interaktive Kommunikationssysteme im kurrikurlaren Unterricht der Pädiatrie fur Medizinstudierende. Monatsschrift Kinderheilkunde, 152:432-437.
  22. Scheele, N., Wessels, A., Effelsberg, W., Hofer, M., and Fries, S. (2005). Experiences with interactive lectures: Considerations from the perspective of educational psychology and computer science. In Proceedings of th 2005 Conference on Computer Support for Collaborative Learning: Learning 2005: The Next 10 Years!, CSCL 7805, pages 547-556. International Society of the Learning Sciences.
  23. Schö n, D., Klinger, M., Kopf, S., and Effelsberg, W. (2012). MobileQuizA Lecture Survey Tool using Smartphones and QR Tags. International Journal of Digital Information and Wireless Communications (IJDIWC), 2(3):231-244.
  24. Schö n, D., Klinger, M., Kopf, S., and Effelsberg, W. (2013). HomeQuiz: Blending Paper Sheets with Mobile SelfAssessment Tests. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2013.
  25. Schö n, D., Kopf, S., and Effelsberg, W. (2012). A Lightweight Mobile Quiz Application with Support for Multimedia Content. In 2012 International Conference on E-Learning and E-Technologies in Education (ICEEE), pages 134-139, Lodz, Poland. IEEE.
  26. Seemann, E. (2014). Teaching Mathematics in Online Courses - An Interactive Feedback and Assessment Tool. In Proceedings of the 6th International Conference on Computer Supported Education, pages 415- 420. SCITEPRESS - Science and and Technology Publications.
  27. Teel, S., Schweitzer, D., and Fulton, S. (2012). Braingame: A web-based student response system. J. Comput. Sci. Coll., 28(2):40-47.
  28. Tremblay, E. (2010). Educating the Mobile Generation using personal cell phones as audience response systems in post-secondary science teaching. Journal of Computers in Mathematics and Science Teaching, 29:217- 227.
  29. Tseng, C. C., Lan, C. H., and Lai, K. R. (2008). Modeling Beer Game as Role-Play Collaborative Learning via Fuzzy Constraint-Directed Agent Negotiation. 2008 Eighth IEEE International Conference on Advanced Learning Technologies, pages 634-638.
  30. Uhari, M., Renko, M., and Soini, H. (2003). Experiences of using an interactive audience response system in lectures. BMC medical education, 3:12.
  31. Veeramachaneni, K. and Dernoncourt, F. (2013). MOOCdb: Developing data standards for mooc data science. AIED 2013 Workshops, pages 1-8.
  32. Vinaja, R. (2014). The use of lecture videos, ebooks, and clickers in computer courses. J. Comput. Sci. Coll., 30(2):23-32.
Download


Paper Citation


in Harvard Style

Schön D., Klinger M., Kopf S. and Effelsberg W. (2015). A Model for Customized In-class Learning Scenarios - An Approach to Enhance Audience Response Systems with Customized Logic and Interactivity . In Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-107-6, pages 108-118. DOI: 10.5220/0005449301080118


in Bibtex Style

@conference{csedu15,
author={Daniel Schön and Melanie Klinger and Stephan Kopf and Wolfgang Effelsberg},
title={A Model for Customized In-class Learning Scenarios - An Approach to Enhance Audience Response Systems with Customized Logic and Interactivity},
booktitle={Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2015},
pages={108-118},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005449301080118},
isbn={978-989-758-107-6},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 7th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - A Model for Customized In-class Learning Scenarios - An Approach to Enhance Audience Response Systems with Customized Logic and Interactivity
SN - 978-989-758-107-6
AU - Schön D.
AU - Klinger M.
AU - Kopf S.
AU - Effelsberg W.
PY - 2015
SP - 108
EP - 118
DO - 10.5220/0005449301080118