Providing an inclusive, safe and varied learning environment is central to promoting engagement across a diverse student population. Browser-based interactive presentation programmes such as Mentimeter can be used to achieve this in a way that reaches multiple learners simultaneously through their own portable devices and grants them anonymity.
We used this session to present our research on student perceptions of two features of Mentimeter: interactive multiple choice quizzes and the option for students to ask open anonymous questions during class. We found that students across two different levels, subject areas and contexts (anonymous questions and quizzes) recognised the value of Mentimeter in promoting engagement and inclusion. All students were in favour of Mentimeter being used again. Students perceived the quizzes to be fun, to consolidate learning, break up the lecture, and increase focus, while users of the anonymous open questions saw value in the potential for less vocal students to have their voices heard.
Participants in the Pedagogy in Practice session had the opportunity to take part in a quiz and an anonymous question and answer session, both of which were held remotely across campuses in Carlisle, Ambleside and Lancaster. This allowed the participants to interact with the software from a student’s perspective. Full functionality was accessible to all via Skype. Anonymous questions from the floor were used as the starting point for discussion around participation in quizzes by students with learning disabilities, by students of different ages and at different levels of study. We offered practical guidance on using interactive presentation software across various contexts. We concluded that technology-enhanced learning tools such as Mentimeter are effective in promoting student engagement and participation, and suggest that an optimal approach is to use these in combination with verbal question and answer sessions to suit a diverse population of learners.
To view the Microsoft PowerPoint presentation, please click here