Even students who do not view handsets as useful report being more likely to participate in classes where handsets are used¶

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? 71% of students neutral about handset usefulness and 57% of those rating handsets not useful still indicated at least a 50% likelihood of participating when handsets are used. → 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 linking usefulness ratings to stated participation likelihood. Percentages are descriptive; no effect size is printed, so impact is null.

"Data analysis shows 71% of students who said they are 'neutral' as well as 57% of those who rated handset usefulness as either 'Not at all useful' or 'Not very useful' indicated that there is at least a 50% likelihood that these same students will participate in a class due to handset use"

Discussion¶

Related Claims¶

• Students report a far higher likelihood of answering questions in class when handsets are used than when responding by raising hands or verbally — related
• Around 80% of engineering students found EVS handsets useful or very useful for their Mathematics learning — related
• 88% of engineering students consider EVS appropriate for teaching Mathematics despite the difficulty of writing suitable questions — related
• Perceived handset drawbacks (unreliability, setup time) did not substantially alter students' positive perceptions of handset usefulness — related