Elementary School Students' Perceptions of Using Student Response Systems

Virtual Paper ID: 54846
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    Robin Kay
    University of Ontario Institue of Technology

Abstract: Student response systems (SRSs) allow students to answer digitally displayed questions and receive immediate feedback. While considerable research has been conducted on the use of SRSs in higher education (e.g., Chien et al., 2016; Kay & LeSage, 2009; Keough, 2012), limited research has focused on elementary school classrooms. The purpose of the study was to examine grade 4 to 6 students’ (n=88) attitudes toward the use of SRSs over three months. Six themes of use were examined: general impressions, motivation, participation, social interactions, learning, and technology. Most students were motivated when using SRSs and believed they increased participation. Social interactions appeared to be positive when using SRSs, although some students felt pressure to respond quickly or poorly when their answers were incorrect. A majority of students particularly enjoyed being tested by SRSs and receiving feedback. The main challenge with using SRSs was that the technology sometimes did not work, thereby preventing students from participating.


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