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In a sample of 446 students, responses were submitted via a smartphone app or pen and paper, with immediate chart-based feedback provided to app users. Student perceptions were measured through questionnaires. 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Students (n = 446) responded using either a smartphone app (53%) or by using pen and paper (47%). Immediate feedback was provided to students using charts that were generated from the responses of those who used the app. The sample included 41% males, 59% females, 76% undergraduates and 24% graduate students. Student perceptions of the usefulness of quick polling in relation to their engagement in and preparation for the classes and their understanding of the subject content were evaluated using a questionnaire. Results indicate that females perceived they were more prepared for and engaged in class than males. Graduate students felt they were more engaged in classes, prepared for classes, and that their understanding of the subject improved than undergraduate students. There were limited differences between those who used the app and those who used pen and paper.  \nImproving the quality of student experience in large lectures using quick polls 115  \nKeywords: student engagement, audience response system, personal response system, large class, mobile learning, quick poll  \nIntroduction  \nInternationally, research suggests that student engagement is a critical component of success in university study (Kuh, 2003; Tinto, 2005). Student engagement in large lectures, in particular, may playa significant role in helping to achieve set learning outcomes, by providing students with an environment that fosters active learning. However, there are reports internationally that student engagement has declined in recent years (e.g. Barnett & Coate, 2005 for the UK experience). Cole (2009) observes that the underlying factors relate to increases in student numbers, student diversity, and increased financial cost of higher education in the UK. In the US, reports suggest students have decreased their study time (Babcock & Marks, 2010), particularly business students (National Survey of Student Engagement , 2011). Similar to the UK, the NSSE study in the US also notes financial cost as a factor as well as study time, learning strategy, preparedness, and the challenging nature of materials.  \nIn Australia, according to the Australasian Survey of Student Engagement 2010 Institution Report (Australian Council for Educational Research, 2010) and The first year experience in Australian Universities: Findings from 1994 to 2009 (James, Krause & Jennings, 2010), issues continue to persist around student engagement. Lecturers report the challenges they have in encouraging participation and engagement, particularly in large lectures, amidst abroader higher education landscape characteristic of declining rates of lecture attendance, students spending less time at university, and doing more paid work (James, Krause & Jennings, 2010) .  \nThe traditional lecturing approach has also been criticised for not providing a range of opportunities for students to become active learners (McKeachie, 2002). Simply transmitting information promotes passive learning. Thus, increasing student engagement must shift focus from what the teacher does to what the student does  \n116 Angelito Calma, Beverley Webster, Stefan Petry & Jenny Pesina  \n(Biggs & Tang, 2007) . This focus should encompass conditions and activities that contribute to student learning (Krause, Hartley, James & McInnis, 2005), such as interacting with peers and university staff inside the classroom and within the wider university context and collaborating with people from diverse backgrounds (Baker & Devlin, 2009). Particular emphasis is placed on the teaching techniques used in the lecture the","cbCaiePkaP0M4LbI","https://ap.wps.com/l/cbCaiePkaP0M4LbI","pdf",435106,23,"English","# Introduction\n## Improving student experience with quick polls\n### Evaluating participation and engagement\n# Benefits of using quick polling\n## Rationale and related technologies","[{\"question\":\"How was the quick polling initiative tested in the study?\",\"answer\":\"It was implemented in finance classes using multiple-choice questions delivered through a smartphone app or pen and paper. Students received immediate chart-based feedback, and their perceptions were assessed with a questionnaire.\"},{\"question\":\"What differences did the results show across student groups?\",\"answer\":\"Females reported being more prepared for and engaged in class than males. Graduate students reported being more engaged, more prepared, and having improved understanding compared with undergraduate students.\"},{\"question\":\"Did smartphone polling and pen-and-paper polling produce different outcomes?\",\"answer\":\"There were limited differences between the two response methods. App-based feedback supported engagement, but overall perceptions varied more by gender and student level than by method.\"}]","Improving the quality of student experience in large lectures using quick polls | PDF",1792077495,58]