Students rank understanding-checks, problem identification and interactivity as the top benefits of EVS use, with fun ranked last¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The highest-ranked benefit was checking understanding of course material, followed by identifying problem areas and making lectures more interactive; 'fun' ranked seventh. → Samuel O. King and Carol Robinson 2008

Evidence¶

Samuel O. King and Carol Robinson 2008¶

Samuel O. King and Carol Robinson. (2008). 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems. Mathematics Education Centre, Loughborough University. https://doi.org/10.1016/j.compedu.2009.01.012

q2 · i? · associational · r1

Ranking exercise on the main questionnaire with points assigned 3/2/1/0 across first, second and third placements; results shown in Table 1. Descriptive ranking only; no effect size is printed, so impact is null.

"To determine which attributes of handset use students found the most beneficial, students were given a list of seven benefits on the main questionnaire and asked to rank the three benefits that they considered the most important in the order: 1 st, 2nd and 3 rd"

Discussion¶

Related Claims¶

• 88% of engineering students consider EVS appropriate for teaching Mathematics despite the difficulty of writing suitable questions — related
• Most pre-service elementary teachers believed clicker use assisted their learning and understanding of course material — related
• Perceived handset drawbacks (unreliability, setup time) did not substantially alter students' positive perceptions of handset usefulness — related
• Around 80% of engineering students found EVS handsets useful or very useful for their Mathematics learning — related