Personal response systems and learning performance : the mediating role of learners’ engagement

Abstract

The use of personal response systems (PRSs) to support the learning process is increasing. This study examines the impact of PRSs from individual learners’ and instructors’ perspectives on individual learners’ engagement with PRSs and their learning performance. Data were collected from a sample of 236 undergraduate bachelor of business administration students in the School of Business at a Hong Kong university. The results indicated that the learner interface was important to individual learners’ engagement with PRSs and their learning performance. Instructor attitude and technical competence had significant impacts on learning performance. Engagement with PRSs partially mediated the effect of both perspectives on learning performance. Implications for the theory and practice of individual learners’ learning performance are discussed.