Implications of using classroom response systems (CRS) on learning performance: An experience of learning analytics

The increasing use of technology among new generations of students provides a unique opportunity to take advantage of its multiple benefits in the academic environment. For example, mobile devices can be used in the learning process to improve academic results on learners' engagement or to decr...

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Bibliographic Details
Published in:Computer applications in engineering education 2022-07, Vol.30 (4), p.1161-1174
Main Authors: Garcia‐Lopez, Eva, Garcia‐Cabot, Antonio
Format: Article
Language:English
Subjects:
Academic achievement
Classroom response systems
Classrooms
Colleges & universities
CRS
dropout rate
Electronic devices
Impact analysis
Kahoot
Learning
learning analytics
learning performance
Repeaters
Students
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Summary:The increasing use of technology among new generations of students provides a unique opportunity to take advantage of its multiple benefits in the academic environment. For example, mobile devices can be used in the learning process to improve academic results on learners' engagement or to decrease the dropout rate among students. This study seeks to analyze the impact that the implementation of a Classroom Response System (CRS) such as Kahoot could have on the development of a university subject in the Computer Science Degree and Computer Engineering Degree. More specifically, the research is conducted in the subject of “Advanced Programming” and performs three main studies by comparing the results in five different assessment items in two different academic courses (control and experimental): The first one seeks to determine the impact that a CRS produces on academic performance, the second one analyzes the impact of a CRS on the dropout rate of students and finally, the third study analyzes the impact of a CRS according to whether the student is a first‐time student or a repeater one. The results show that using CRS improves academic performance in almost all cases, except for the most demanding exam. This also applies to first‐time enrolled students. However, for repeat students, in addition to this, their academic performance could not be either demonstrated in the laboratory part. Finally, in all cases (general, first‐time, and repeaters) the dropout rate was decreased (i.e., improved) only in the last exam.
ISSN:1061-3773
1099-0542
DOI:10.1002/cae.22512