The information provided by AudienceResponseInfo.com is free and intended to help interested parties learn more about the benefits of audience response in a non-sales environment. We do not endorse any specific audience response vendors, but recommend you contact several providers to find one that best meets your interactive needs.
Use of an Audience Response System in Pediatric Dentistry Education
Jeffrey T. Johnson, D.M.D.
Abstract: Research suggests that the exclusive use of lecture in the classroom hinders student learning. The advent of compact electronic wireless audience response systems has allowed for increased student participation in the classroom. Such technology is utilized in medical education. This article describes the use of an audience response system in a “quiz bowl” format to facilitate and improve the comprehension of student dentists in core concepts in pulp therapy for the pediatric patient.
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A Survey of K-12 Teachers
Contributing Authors:
- William R. Penuel, Valerie Crawford, Angela Haydel DeBarger: SRI International
- Christy Kim Boscardin: UCLA
- Katherine Masyn: UC-Davis
- Tim Urdan: Santa Clara University
This material is based in part on work supported by the National Science Foundation under Grant Number REC-0337793. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Background
Student response systems are a mature, scaleable technology that has the potential to improve classroom participation and student achievement (Roschelle, Penuel, & Abrahamson, 2004). Such systems entail sets of “clickers” with radio transmission of input, enabling teachers to pose questions of all students and gain immediate feedback about student understandings in a class. When used in conjunction with interactive teaching strategies such as peer discussion, such systems have been shown in past studies to produce gains in conceptual understanding in science (Crouch & Mazur, 2001).
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Lorraine J. Robertson
Education Development Unit, University of Dundee, UK
SUMMARY
The role of the lecture in medical education has recently been called into question. Adults learn more effectively through active learning therefore where is the place for the traditional lecture? This paper describes the use of a computerised audience response system to transform large group teaching sessions into active learning experiences, thereby securing a future for the lecture format.We pass on our tips, gleaned from our varied experiences using the system, for the successful design and running of such interactive sessions. Continue Reading »
by Rand W. Guthrie and Anna Carlin
ABSTRACT
This research attempts to learn students perceptions about the value that Audience Response Systems add to the classroom. The technology that is the subject of this research consists of eight-button “response pads” that transmit student responses to a receiver connected to the computer in the classroom. The system allows the instructor to ask a variety of different question types and record and graphically-display the students’ responses in real time. Our research reveals that while initially leery of the technology and the modest cost it adds to the course, students are generally positive about its use, and prefer courses that use the technology over those that do not. Analysis reveals that student participation approaches 100% in class sessions where PRS are used due in part to anonymity, ease of use, and the ability to see how many others answered in the same way. Continue Reading »
Written by Steve Draper, as part of the Interactive Lectures website
Contents (click to jump to a section)
By Stephen W. Draper, Department of Psychology,
Julie Cargill and Quintin Cutts, Department of Computing Science
University of Glasgow
This is a version of a paper given at ASCILITE2001; and published as:
Draper,S.W., Cargill,J., & Cutts,Q. (2002) “Electronically enhanced classroom interaction” Australian journal of educational technology vol.18 no.1 pp.13-23. Continue Reading »
Update to original paper published in 1988 entitled:”Student Response Systems: Interactivity in a Classroom Environment”
by Harold M. Horowitz, Ph.D.
President, Socratec, Inc.
ABSTRACT
The original paper described the research and development activities in educational technology performed at the IBM Corporate Management Development Center. Specifically, the application of interactive student response units was presented along with the educational benefits derived. The impact of this interactive capability on the design and development of courses was described in terms of goals, question categories, comparisons and potential for improving instructional design methods. Continue Reading »
When is purchasing an audience response system a good idea?
Whether renting or buying, investing in audience response technology can get a little pricey, especially if you’re planning on outfitting a large group of people. For a one-off event, renting will most likely be the most cost-effective solution, but there are many situations where you might consider purchasing a system. Here are some circumstances to consider: Continue Reading »
Use the table below to sort ARS vendors by name or location
Below is a list of professional ARS providers. Click on the headings to sort the list by name, city, state/province or country. It is by no means a complete list. If you know of additional vendors who should be added, please let us know!. Continue Reading »
Audience Response Systems for Medical Teaching
Robyn Latessa, MD; David Mouw, MD
Background and Objectives: Little data exist about the use of an Audience Response System (ARS) as an interactive educational tool in medical teaching. The goals of our pilot study were to determine whether an ARS can enhance educational experiences of health care providers. Methods: The learners in the study were mainly physicians, and the educational topic was treating self, family, and friends. Results: The learners reported that the ARS made the presentation more fun, helped them be more attentive, and allowed them to learn more than in traditional lecture formats. Conclusions: An ARS has potential as a teaching tool in this setting.
An audience response system (ARS) has been praised as an effective teaching tool, primarily because it transforms a lecture into an interactive learning experience.1-4 With this system, each participant in the audience registers a response on a key pad, and the responses are instantly tallied and displayed on screen. In a review by Davis et al, the authors concluded that interactive teaching strategies that enhance participant activity are more effective in changing professional practice (and possibly health care outcomes) than traditional didactic methods.5 Little data exist regarding the effectiveness and preferences for the ARS in particular. In a randomized controlled trial, Miller et al found no increase in knowledge between ARS intervention and control groups, but health care providers in the ARS group rated the quality of the presentation, the quality of the speaker, and their level of attention more highly than the control group did.2
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International Review of Economics Education, volume 1, issue 1 (2003), pp. 80-86
by Caroline Elliott
Courtesy of http://www.economicsnetwork.ac.uk
Abstract
This paper offers a brief introduction to a Personal Response System that can be used in group-teaching scenarios, reporting the results of a trial using the technology in a second-year undergraduate Microeconomics Principles course. Advantages and disadvantages of the technology are discussed, and the possibilities for using this technology more widely are explored.
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Exploring the Use of an Audience Response System as a Vehicle for Content Delivery
by Jeremy B. Williams
Brisbane Graduate School of Business
Queensland University of Technology, Australia
jeremy@jeremybwilliams.net
Abstract
Audience response systems (also referred to as group response systems or personal response systems) have long been a feature of game-shows, televised pre-election debates, and corporate training workshops and conferences. More recently, these systems have found their way into the classrooms of tertiary educational institutions, primarily in the United States and in the United Kingdom. While their relative novelty precludes any detailed longitudinal study into their pedagogical effectiveness just yet,
several studies have been published that endorse the more extensive adoption of this technology by universities and colleges. Continue Reading »
The articles and research presented here will help you gain a better understanding of audience response
Please note: all audience response articles presented here are copyrighted by their respective authors. Please do not duplicate or republish these works without express consent from the author.
Research
Due to the academic nature of research, many of these articles focus on the use of audience response systems in the classroom. However, the same principles of interactivity and group participation apply equally to other industries.
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Audience Response improves learning, builds consensus and facilitates the decision-making process
What is audience response? Simply stated, it is a combination of hardware and software designed to add interactivity to meetings, classrooms or other group interactions. The hardware and software package comprises the “audience response system,” often shortened to just “ARS.”
In the typical audience response system setup, a facilitator – or a nearby ARS technician – advances through a presentation that has been projected onto a large screen. Participants, which could range in number from 2 to 20,000, interact with the presentation via wireless handheld keypads. Continue Reading »
Without software, your wireless keypads are useless. Audience response system software applications enable you to collect and display the polling data.
Most audience response providers own stand-alone software that runs independently of your presentation software. This means you have to switch back and forth between your presentation and the polling software, or use the polling software to create your entire presentation.
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Wireless keypads and other audience response technologies help foster interactive learning environments
While wired audience response systems can be found, the majority of professional audience response companies only use wireless models. There are two prevailing technologies use to transmit the answers from the keypads to the base stations: radio frequency (RF) and infrared (IR). A few companies, like Option Technologies Interactive, also offers a browser-based software that routes the data through an IP address and can be used with wireless notebook computers or other wireless handheld devices, such as Palms and Pocket PCs. Continue Reading »
Audience Response Systems combine advanced keypad technology with cutting-edge software to create interactive environments
Audience Response hardware and software offer a variety of options to cater to your specific interactive needs. A typical audience response system is comprised of the following components:
- base station (receiver)
- wireless keypads (one for every participant)
- audience response system software
In addition to the above items, Continue Reading »
Audience Response for Market Research
Audience response technology can help facilitate more dynamic and meaningful market research activities, such as customer focus groups, conjoint analysis, product line analysis and employee surveys. Participants interact with the facilitator to anonymously answer research questions using wireless response keypads. The immediate graphical feedback can stimulate in-depth discussion, and polling results can be data-mined for further analysis.
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Engage audiences and enliven events with game show interaction using audience response system technology
Audience response can be an integral part of game show interactivity.
On highly produced or televised game shows, audience response systems can be used to allow audience members to participate with on-stage contestants or MC’s. In other group interactions, such as training sessions, ARS can be used to facilitate team competition with game show themes.
Audience response systems offer a convenient game show interface coupled with powerful data collection capabilities and rich graphical displays. The audience participates with the game show using wireless keypads to key in votes. These responses are automatically tabulated and displayed. Continue Reading »
Audience Response for Corporate Training
In our global corporate world, companies have one important source of competitive advantage: quality employees. That’s why your corporate training methods need to include more than just silly games. And that’s why an audience response system should be an integral part of your training programs.
Audience response systems make it easy and cost-effective to provide measurable learning in corporate environments. Trainers and presenters can quickly and efficiently collect real-time data from participants and display results, allowing you to immediately assess employee retention of the material presented. The interactivity achieved through these methods improves learning and the retention of knowledge. Continue Reading »
Student Response Systems for Interactive Classroom Learning
Audience response systems – often referred to as student response systems or student clickers – are frequently used in both higher education and K-12 classrooms. These versatile interactive tools can accommodate small classes or be used to outfit large auditoria and lecture halls.
The value of such interactive tools in the classroom can not be underestimated. Student retention of knowledge is closely linked to participation in the learning process. Introverted students participate less, and often are not attentive to the instructor’s lessons, especially in large classrooms or lecture halls. By utilizing a student response system, the instructor can enable all students to participate, and therefore learn. This increased attentiveness and retention of knowledge leads to remarkable increases in test scores. Continue Reading »