Use of a smartphone-based Student Response System in large active-learning Chemical Engineering Thermodynamics classrooms |
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| Affiliation: | 1. Department of Physics, Stanford University, Stanford, CA, 94305, USA;2. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;3. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;4. Laboratory of Atomic and Solid State Physics, Cornell University, Ithaca, NY, 14853, USA;1. Departamento de Química Orgânica e Inorgânica, Universidade Federal do Ceará, 60451-970 Fortaleza, CE, Brazil;2. Département de Chimie, Faculté des Sciences, Université of Montpellier, 34095 Montpellier, France;3. IBMM, Univ Montpellier, CNRS, ENSCM, Montpellier, France;4. Dipartimento di Chimica e Chimica Industriale, Università degli Studi di Genova, 16146 Genova, Italy;1. Energy and Bioproducts Research Institute (EBRI), College of Engineering and Applied Science, Aston University, United Kingdom;2. Department of Chemical Engineering and Biotechnology, University of Cambridge, West Cambridge Site, Philippa Fawcett Drive, Cambridge, CB3 0AS, United Kingdom |
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| Abstract: | Smartphones are a promising tool as student response systems (SRS) for interactive teaching due to their widespread diffusion. Here, the main purpose is to assess the efficacy of smartphone-based SRS in large classroom settings of undergraduate Thermodynamics, as representative of engineering courses requiring high-level cognitive skills for problem solving. Four sets of multiple-choice questions were presented during the course. Overall, the results refer to 1055 students between control and SRS classes, each corresponding to a3 years period.One of the main results of this work is the strong linear correlation between the average questionnaire score and the final exam grade (R2 = 0.91). A similar correlation, although with a lower value of R2, is already found in the first questionnaire, thus showing the SRS high predictive power of class performance. The results of this study provide guidance for a quantitative use of smartphone-based SRS in teaching basic disciplines. The SRS monitoring capability allows early detection of struggling students, thus paving the way to personalized tutoring and improved student engagement in active learning practices. This approach is especially important in emergency situations, such as the SARS-Cov-2 pandemic, when distance learning is widely adopted, and remote interactive tools are highly needed. |
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| Keywords: | Active learning Thermodynamics Student assessment Student response systems Smartphones |
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