Perceived handset drawbacks (unreliability, setup time) did not substantially alter students' positive perceptions of handset usefulness¶

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? 83% of students citing setup time and 83% of those citing handset failures still found handsets useful or very useful. → 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

Correlational analysis of main questionnaire responses cross-tabulating reported drawbacks against usefulness ratings. Percentages are descriptive; no effect size is printed, so impact is null.

"The results show that 35 students or 83% o f those 42 students who said handset s "take time to set up" also said that they are 'useful or very useful", while 65 students or 83% of those 78 students who complained that handsets sometimes 'don't work' also said they found handsets 'useful or very useful'"

Discussion¶

Related Claims¶

• Around 80% of engineering students found EVS handsets useful or very useful for their Mathematics learning — a broader claim this one bears on
• 88% of engineering students consider EVS appropriate for teaching Mathematics despite the difficulty of writing suitable questions — related
• Students rank understanding-checks, problem identification and interactivity as the top benefits of EVS use, with fun ranked last — related
• Even students who do not view handsets as useful report being more likely to participate in classes where handsets are used — related