Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/96162
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dc.contributorDepartment of Management and Marketingen_US
dc.creatorChan, SCHen_US
dc.creatorKo, Sen_US
dc.date.accessioned2022-11-10T05:05:41Z-
dc.date.available2022-11-10T05:05:41Z-
dc.identifier.isbn9781668439968 (hardcover)en_US
dc.identifier.isbn9781668439982 (ebook)en_US
dc.identifier.urihttp://hdl.handle.net/10397/96162-
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.rightsCopyright © 2022 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.en_US
dc.subjectActive collaborative learningen_US
dc.subjectBoredomen_US
dc.subjectInteractive learningen_US
dc.subjectLearner interfaceen_US
dc.subjectLearning performanceen_US
dc.subjectPersonal response systemsen_US
dc.subjectStudent engagementen_US
dc.titleA review of personal response systems in higher education : theoretical model and future research directionsen_US
dc.typeBook Chapteren_US
dc.identifier.spage287en_US
dc.identifier.epage304en_US
dc.identifier.doi10.4018/978-1-6684-3996-8.ch013en_US
dcterms.abstractPersonal response systems (PRSs) are still prevalent in a wide range of educational settings, and this increasing importance has prompted many researchers to examine their various aspects. PRS effects on student learning performance are generally divided into three main categories of factors: (1) learner characteristics (learner interface and learner interactions), (2) instructor characteristics (instructors' technical skills and attitudes toward students), and (3) other contextual factors (content and types of questions). This chapter discusses the characteristics of PRSs, reviews their advantages and disadvantages, and proposes a theoretical model of the factors affecting student engagement and performance in learning. The chapter concludes by exploring the research implications of the findings and directions for future PRS research.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationIn D Menter (Ed.), Handbook of research on new media, training, and skill development for the modern workforce, p. 287-304. Hershey, PA: IGI Global, 2022en_US
dcterms.issued2022-
dc.relation.ispartofbookHandbook of research on new media, training, and skill development for the modern workforceen_US
dc.publisher.placeHershey, PAen_US
dc.description.validate202211 bcchen_US
dc.description.oaVersion of Recorden_US
dc.identifier.FolderNumbera1446-
dc.identifier.SubFormID45018-
dc.description.fundingSourceSelf-fundeden_US
dc.description.pubStatusPublisheden_US
dc.description.oaCategoryVoR alloweden_US
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