Mentimeter is one of the tools now supported by the TEL team. After a successful pilot over the 2018 to 2019 academic year, we have decided to continue use of the tool with a total of 50 licenses available to staff from the end of May 2019.
Mentimeter is an audience response system. It can be used in training, conference business settings and is also widely used in teaching.
Some uses of Mentimeter are:
• Facilitating icebreaker activities especially at the beginning of term or with new classes
• Making it easier for students to share ideas and responses, particularly in larger classes
• Enabling regular formative assessment
• Collecting feedback on teaching
• Re-energising and engaging the room
• Collecting information on the prior knowledge of students
Mentimeter has extensive guides on the creation of resources on its website. You can find information on each type of question type.
Audience response systems
Kastner discusses the wide range of benefits afforded by audience response systems, from increased student attendance and improved student engagement to additional opportunities for discussion and debate and easier identification of student misunderstanding of course content (2016). In her own mixed methods study she finds audience response systems to be a ‘pedagogically valuable tool’ which she found to have a positive impact on grades.
Nevertheless, it is vital to use audience response systems with learning objectives in mind and only when such systems will support learning. Nielsen et al. discuss how a number of issues such as 'poor preparation, inconsistent use of [audience response systems], not having a clear goal of [audience response system] use, and bad question design' all contribute to negative attitudes from students towards these systems being used.
While the positive feedback collected at York St John around Mentimeter use so far has far outweighed negative comments, we encourage teaching staff to continue to use Mentimeter only when appropriate.
Mentimeter involves elements of gamification particularly in the quiz question type. Cameron and Bizo (2019) highlight that the gamification of instructional activities can ‘promote more effective learning environments by increasing problem-solving, critical-thinking and competence in the classroom’ (p.1). Although their research showed no correlation between attainment and the use of a gamified audience response system, they nevertheless found that its use fostered ‘engagement, enjoyment’ and an immersive learning experience.
We will be starting a pilot of TurningPoint audience response system in semester 1 2019 in addition to continuing to support Mentimeter. TurningPoint has developed PowerPoint integration which may be useful for some teaching staff who prefer to stay within PowerPoint while delivering interactive questions. If you would be interested in participating in the pilot, please contact the TEL team.
Cameron, K., & Bizo, L. (2019). Use of the game-based learning platform KAHOOT! to facilitate learner engagement in Animal Science students. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2225
Kastner, M. (2016) ‘The Use of an Audience Response System to Monitor Students’ Knowledge Level in Real-Time, Its Impact on Grades, and Students’ Experiences’ 49th Hawaii International Conference on System Sciences (HICSS) p. 104. doi: 10.1109/HICSS.2016.21.
Nielsen, K., Hansen, G., & Stav, J. (2013). Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.18989