=Paper=
{{Paper
|id=Vol-2732/20201217
|storemode=property
|title=Exploring Student Uses of Mobile Technologies in University
Classrooms: Audience Response Systems and Development of Multimedia
|pdfUrl=https://ceur-ws.org/Vol-2732/20201217.pdf
|volume=Vol-2732
|authors=Viktoriia Tkachuk,Yuliia Yechkalo,Serhiy Semerikov,Maria Kislova,Valentyna Khotskina
|dblpUrl=https://dblp.org/rec/conf/icteri/TkachukYSKK20
}}
==Exploring Student Uses of Mobile Technologies in University
Classrooms: Audience Response Systems and Development of Multimedia==
https://ceur-ws.org/Vol-2732/20201217.pdf
Exploring Student Uses of Mobile Technologies in
University Classrooms: Audience Response Systems and
Development of Multimedia
Viktoriia Tkachuk1[0000-0002-5879-5147], Yuliia Yechkalo1[0000-0002-0164-8365],
Serhiy Semerikov2,5[0000-0003-0789-0272], Maria Kislova3[0000-0002-2863-553X] and
Valentyna Khotskina4[0000-0001 8963-4189]
1 Kryvyi Rih National University, 11 Vitalii Matusevуch St., Kryvyi Rih, 50027, Ukraine
viktoriya.tkachuk@gmail.com, uliaechk@gmail.com
2 Kryvyi Rih State Pedagogical University, 54 Gagarina Ave., Kryvyi Rih, 50086, Ukraine
semerikov@gmail.com
3 Kryvyi Rih College of National Aviation University,
1 Tupolev Str., Kryvyi Rih, 50045, Ukraine
kislova1975@ukr.net
4 Kryvyi Rih Economic Institute of Kyiv National Economic University
named after Vadym Hetman, 16 Medychna St., Kryvyi Rih, 50005, Ukraine
valentina.hockina@mail.ru
5 Institute of Information Technologies and Learning Tools of the NAES of Ukraine,
9 M. Berlynskoho Str., Kyiv, 04060, Ukraine
Abstract. The research is aimed at theoretical substantiation, development and
experimental verification of methods of applying mobile technologies by
university students. The research objective implies adapting audience response
systems and mobile tools of multimedia development to be used in the classroom
environment at universities. The research object is application of mobile ICT to
the training process. The research subject is methods of applying audience
response systems and mobile tools to conducting practical classes at the
university. There are analyzed Ukrainian and foreign researches into the issues
of mobile ICT application to the university students training. The authors have
developed methods of applying audience response systems by taking Plickers as
an example and mobile tools of multimedia development through using
augmented reality tools. There is comparative assessment of functionality of
audience response systems and mobile tools of developing multimedia with
augmented reality. Efficiency of the developed technology is experimentally
verified and confirmed.
Keywords: mobile technologies, audience response systems, development of
multimedia.
1 Introduction
Application of mobile technologies was the issue for investigation in works by Mmaki
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
Elisabeth Jantjies [5], and Faranak Fotouhi-Ghazvini [6] (in teaching languages),
Serhiy О. Semerikov [7] (in teaching Computer Sciences), Ahmad Abu-Al-Aish [8],
Sakina Sofia Baharom [9], Peter W. Bird [10], Christopher Billington [11], Esra A.
Wali [12], Jonathan J. Trinder [13] and Marian Hepburn [14] (in the tertiary education
system), Yinjuan Shao [15] (in open education), Victoria Jotham [16] and Nee Nee
Chan [17] (in everyday life).
Application of audience response systems (ARS) is described in [1], where the
authors indicate that tests can be designed directly by tutors, and delivered via a
network. Evaluation of the tests suggests that immediate automated testing is preferred
by students compared to a traditional written test. There is evidence that the tool
improves the IT skills of its users, whereas a traditional written test has no such
beneficial effect.
Jenifer Santos, Luisa Parody, Manuel Ceballos, María C. Alfaro and Luis A.
Trujillo-Cayado [2] described effectiveness of mobile devices as ARS in the chemistry
laboratory classroom. Their paper concretizes pedagogical innovation involving
smartphone technology and offers teachers the opportunity to create an environment of
engaging learning in laboratories. In this paper, the authors outline how to use Socrative
Student Response by Mastery Connect, a variation of a real-time ARS. They
hypothesized that using this application as an ARS can enhance learning and identify
student knowledge gaps in chemistry laboratory classes. In order to explore the
relationships among factors and the educational effectiveness of Socrative responses,
they investigated the data from a graduate-level chemistry course students. Before and
after laboratory classes, experimental groups completed an ARS quiz using Socrative
application in their mobile devices. The results revealed that students felt that the
method enhanced their learning process whereas teachers reported that it improved
academic performance and the relationships between teachers and students.
The research by Sebastian Schlucker [3] contains a report on application of mobile
devices in the classroom environment and substantiates the necessity of motivating and
activating elements of lectures to make as many students participate and reflect as
possible. It can be done by using surveys or quizzes answered anonymously on
smartphones. Quizzes are also beneficial as a university teacher can learn something
about their students and their learning progress.
Dylan M. Moorleghen, Naresh Oli, Alison J. Crowe, Justine S. Liepkalns, Casey J.
Self, and Jennifer H. Doherty [4] researched into the impact of automated response
systems on in-class cell phone use. Their paper reveals that cell phones have long been
known as a potential distraction from attention intensive activities such as studying and
driving. Many, however, consider the cell phone as a powerful tool to augment some
of these same activities. ARS are a type of teaching tools that allows educators to poll
audience members in real time. Increasingly, cell phones are being integrated into ARS
to make them more versatile and affordable. As cell phones and other personal
electronic devices (tablets, laptops) are becoming more common classroom learning
tools, researchers sought to explore how student cell phone use is impacted by this
change. Additionally, they studied how a student’s seat location and how the time
during a term impacts students’ cell phone use. To measure student cell phone use
during lectures, introductory biology classes were observed at the University of
Washington and it was recorded when students’ cell phones were visible. The authors
found that students sitting in the back of the room showed an increased likelihood of
having a cell phone out. However, contrary to our expectations, students using personal
device (cell phone) based polling technology were no more likely to be using cell
phones during lectures than their peers using traditional ARS. The results suggest that
the downsides of using cell phones as teaching tools may be limited.
2 Application of mobile ICT to training
2.1 Methods of applying audience response systems
Tools of monitoring, controlling and assessing academic results are some of mobile
software ICT types.
While monitoring the maturity level of students’ ICT competences according to the
model in [25], there are applied various monitoring tools with the testing control of
knowledge being a priority. ARS are tools for assessing students’ academic results.
ARS are a variety of mobile software tools aimed to measure students’ academic
results that enables automatizing the process of current and final control through
applying modern testing tools and intensifying students’ learning due to:
─ ensuring mobility, cost effectiveness (efficiency) and privacy of testing through
developing and implementing the technology of storing and using a short-term
session of transmitting test assignments from the Internet server by wireless
connection means;
─ solving the problem of constraints in terms of technical characteristics and distance
differentiation of teachers’ and students’ computers during a testing session
arrangement [18].
ARS aligning with this definition include ClassMarker, EasyTestMaker, Google
Forms, iSpring QuizMaker, Kahoot!, MyTestXpro, Plickers, ProProfs, etc.
In our research, we distinguish the ARS Plickers as the one providing an opportunity
to arrange a rapid feedback between a teacher and an academic group including
individual students; conducting a mobile survey, in-class general questioning and
instant control of students’ attendance. This system is beneficial in terms of high
efficiency as it is very time-consuming and availability of students’ smartphones or
computers is not obligatory as a teacher’s mobile device will do.
Plickers can be used in various operating systems of fixed computers and mobile
devices. The system is meant for up to 63 students tested simultaneously. The system
is noted for instant scanning of students’ responses by a teacher’s mobile device. The
system also enables viewing students’ testing results (both of a group as a whole and
each student separately) in the form of a table.
To work with Plickers, a university teacher should get registered on the site
(https://www.plickers.com/) and compile a library of tests on a variety of subjects
(Fig. 1).
The system enables creating an academic group list while testing (Fig. 2).
Fig. 1. The library of tests on Computer Sciences in the Plickers ARS
Fig. 2. The list of an academic group in the Plickers ARS
During testing, students are provided with cards with QR-codes
(https://www.plickers.com/PlickersCards_2up.pdf) containing response options A, B,
C, and D (Fig. 3). After reading a question, students raise a card with a chosen response
scanned by a teacher’s mobile device.
Fig. 3. Plickers cards with QR-codes
After scanning QR-codes of the cards, the data from the teacher’s mobile device is
transmitted to the Plickers cloud where they are processed and stored. Plickers enables
either analysis of individual students’ results or a general characteristic of a student
group’s statistics.
After scanning QR-codes of the cards, the data from the teacher’s mobile device is
transmitted to the Plickers cloud where they are processed and stored. Plickers enables
either analysis of individual students’ results or a general characteristic of a student
group’s statistics.
To make a survey, a teacher uses the Plickers site in the section LiveView (Fig. 4),
which has a special mode of viewing questions controlled by a mobile device.
Fig. 4. The LiveView mode
To scan students’ responses, you should open Plickers and choose an academic group
on its main screen (Fig. 5).
Fig. 5. The main page of the Plickers ARS
Students’ use Plickers cards in Informatics class at Kryvyi Rih National
University (Fig. 6).
Fig. 6. Students’ Plickers cards in class
Table 1 gives comparison of functionality of mobile ARS. Among various tools under
analysis, attention should be paid to Plickers that enables combining of mobile device
and augmented reality into a single multimedia environment.
Table 1. Assessment functionality of audience response systems
Easy– iSpring
ARS Class– Google MyTestX– Plic– Pro-
Test– Quiz– Kahoot!
Features Marker Forms pro kers Profs
Maker Maker
Assignment types
choosing one of
+ + + + + + + +
two contrary
choosing one of
+ + + + + + + +
many
multiple-choice + + + + + + – +
relevance + + + + + + + +
open response + + + + + + + +
Others
availability of a
+ – + – + – + –
web-version
possible
+ – – – – – + –
independent work
Ukrainian
– – + – – – – –
localization
iPhone OS and
– + – + – + + +
Android.
availability of
full-scale free – – + – + + + +
version
cloud storage + – + – + – + –
minimal
requirements to a + – – – + – + –
mobile device
Rating 9 6 9 6 9 7 10 7
2.2 Methods of applying mobile tools of multimedia development
Combination of various ways of data presentation is the core of the multimedia learning
theory developed by Richard E. Mayer who distinguishes four cognitive processes –
choice, arrangement, transformation and integration of data [19, р. 118]. Selected text
and graphical data are processed separately first. Next, selected data are arranged into
two separate models for word and graphical data. While being processed, word data
can be transformed into graphical ones (for example, by building mental images) and
vice versa (by using internal verbalization of images). To successfully accomplish
multimedia learning, both models should be integrated and associated with previously
acquired knowledge [19].
According to Mayer [20], there are three basic approaches to presenting multimedia
materials:
1. according to transmitting channels – by two or more devices (for example, a screen
and speakers);
2. according to transmitting modes – text- and graphics-based (screen texts and
animation);
3. according to perceptive modality – audial and visual (animation accompanied by
narration).
Each of these approaches is relevant to a separate class of multimedia development
tools: the first class (tools of video-data designing), the second class (presentation
designing tools), and the third one (augmented reality tools including Augment,
Blippar, Amazon Sumerian, Anatomy 4D, AR Flashcards Space Lite, AR Freedom
Stories, AR-3D Science, Chromville, Elements 4D, HP Reveal, and Google Lens. With
any approach applied, Mayer insists on the following principles of multimedia
development to be guided by [20, р. 59–60]:
1. The multimedia principle: people learn by words and images better than by words
only.
2. The space vicinity principle: people learn better when corresponding words and
images go together and not far from each other on a page or screen.
3. The time adjacency principle: people learn better, when corresponding words and
images go simultaneously and not in succession.
4. The coherence principle: people learn better, when irrelevant words, images and
sounds are off and not on.
5. The modality principle: people learn better by using animation and narration than
by animation and a screen text.
6. The excessiveness principle: people learn better by using animation and narration
than by animation, narration and a screen text.
7. The personalization principle: people learn better, when words are presented in
spoken language than in formal one.
8. The interactivity principle: people learn better, when they control the presentation
pace.
9. The signalization principle: people learn better, when words contain markers on
presentation arrangement.
10. The principle of individual distinctions: multimedia effects affect low-level
students better than high-level ones. Multimedia effects are more powerful for
highly professional students than for low-professional ones.
Observance of these principles enables us to declare that any system in compliance with
them is a mobile tools of multimedia development.
Application of mobile tools of multimedia development allows increasing efficiency
of controlling students’ attention span and motivation.
Considering the fact that methods of using tools of designing videos and
presentations are revealed in [22; 23; 24], it is more reasonable to deal with mobile
tools of augmented reality development in this paper.
To arrange students’ activity while studying Computer Technologies in Education,
we apply the system Blippar [21], which enables multimedia projects of augmented
reality to be implemented. Fig. 7 gives a generalized model of applying Blippar to
professional training.
Blipp is a Blippar object containing the scene elements and a relevant marker. To
create a Blippar object, you should select Create Blipp on the My Blipps menu or create
a new project, which will contain this object (Fig. 9). The Blippar object can be created
visually either by combining 3D objects and animation or by using JavaScript (Fig. 10).
The visual method is the simplest.
Fig. 7. The model of applying Blippar to professional training (according to [22])
Before performing a multimedia project with augmented reality in Blippar, one should
get registered on their official site – https://accounts.blippar.com/signup/free (Fig. 8).
Fig. 8. Registration on the Blippar site
Fig. 9. Creation of the Blippar object (1)
Fig. 10. Creation of the Blippar object (2)
The first step implies uploading or generating an image that will be used as a marker
(Fig. 11).
Fig. 11. Selecting a method of marker creation.
The second step involves creation of a scene by using the visual editor BlippBuilder
(Fig. 12) to provide a user with panels Elements (simple geometrical 3D objects and
text), “Widgets” and “Uploads” (to upload models in FBX format).
Fig. 12. Editing panels of BlippBuilder
In the editing box, one can add figures and text and activate or deactivate them in the
menu, select a front, colour (select from the options or set colour by a number, for
example #778899), transparency, size, position and rotation (Fig. 13), add external
references, upload a video/audio, etc.
Fig. 13. Settings of Blippar scene elements
The third step involves viewing and demonstrating the Blippar object after completing
scene adjustment (Fig. 14).
Fig. 14. Preview/demonstration of the Blippar object
For each Blippar object, a unique code is generated that enables its viewing in the
mobile device (Fig. 15). To view the Blippar object, one should download an
augmented reality browser and enter the code of the Blippar object in its settings. After
that, the Blippar browser will recognize the object marker and download the relevant
scene.
Fig. 15. The code for viewing the Blippar object
Fig. 16 shows the marker for Code 1048782 associated with the video-lesson Changes
in Python language.
Fig. 16. The example of the marker of the Blippar object
Table 2 gives comparison of functionality of mobile tools with augmented reality.
Among various tools under analysis, attention should be paid to Amazon Sumerian that
enables combining tools of virtual and augmented reality into a single multimedia
environment based on the web-browser supporting WebGL 2.0 and WebXR 1.0.
Table 2. Assessment of functionality of mobile tools of multimedia development with
augmented reality
Mobile tools of
Multimedia
development AR
Amazon HP
with aug- Flash- AR-3D Blip- Chrom- Ele-
Sume- Augment Reve-
mented cards Science par ville ments
rian al
reality Space 4D
Features
Free dissemination ± – ± ± + + + ±
Development of one’s
+ + – + + – – +
own objects
Localization – – – – – – – –
Support of different
+ – – + + + + +
platforms
Support of visual editing
+ + + + + + + +
of objects
Support of various
+ + – + + – – +
scientific fields
Rating 4,5 3 1,5 4,5 5 3 3 4,5
3 Results of experimental examination of the suggested
methods
To examine the method, we determine criteria of efficiency of applying exploring
student of mobile technologies in university classrooms, their indices and research
methods (Table 3). Research based on experimental studies [23].
The pedagogical experiment was conducted at Kryvyi Rih National University,
Kryvyi Rih State Pedagogical University, Kryvyi Rih College of National Aviation
University, Kryvyi Rih Economic Institute of Kyiv National Economic University
named after Vadym Hetman during of 2019-2020 educational year. Engineering
Students were engaged in the experiment comprising 33 students of the experiment
group and 32 students of the control group.
According to the 1st criteria, the number of students of the experiment group with
high and medium motivation for training activity is larger than that of the control group
by 9,94%. The 2nd criteria reveal the number of students of the experiment group with
high and medium level of systematic accomplishment professional-oriented tasks
which is larger than that of the control group by 12,97%. The 3rd criteria reveal the
number of students of the experiment group with high and medium level of formation
professional competencies which is larger than that of the control group by 13,07%
(Table 4). After generalizing the results of the pedagogical experiment, we can
conclude that the developed methods of applying exploring student of mobile
technologies in university classroom are quite efficient, especially in terms of raising
students’ professional competencies. The total experiment results are given in Fig. 17.
Table 3. Criteria of efficiency of applying mobile technologies in university classrooms
Index of efficiency of
Criterion of efficiency
applying of mobile Levels of
of applying mobile Research methods
technologies in university formation
technologies
classrooms
Questionnaire
Availability of students’ desire
Students’ High; “Motivation students’
to study, perform complicated
1st motivation for medium; to use of mobile
tasks; understanding of
training activity low technologies in
significance of studies
university classroom”
Systematic
High; Results of
accomplishment Timely accomplishment of
2nd medium; accomplishment tasks
professional- tasks
low in setting time
oriented tasks
Availability of students’
theoretical knowledge; a skill
Formation High;
to independently accomplish
3rd professional medium; Module test
tasks; objective assessment of
competencies low
students’ own results; formed
professional competencies
Table 4. Experimental results
Control group Experiment group
Criterion of efficiency of applying
Levels number of number of
mobile technologies % %
people people
high 5 15,63 7 21,21
medium 18 56,25 20 60,61
Students’ motivation for training activity
low 9 28,13 6 18,18
Total 32 100 33 100
high 5 15,63 7 21,21
Systematic accomplishment professional- medium 18 56,25 20 60,61
oriented tasks low 9 28,13 6 18,18
Total 32 100 33 100
high 5 15,63 7 21,21
medium 18 56,25 20 60,61
Formation professional competencies
low 9 28,13 6 18,18
Total 32 100 33 100
4 Conclusions
While investigating potentials of mobile technologies used by university students, we
obtained the following results:
1. researches on the issues of mobile technology application in the classroom
environment are analyzed;
Students’ motivation for Systematic accomplishment Formation professional
training activity professional-oriented tasks competencies
Fig. 17. Generalized results of the experiment
2. methods of applying audience response systems by taking Plickers as an example
and mobile tools of multimedia development through using augmented reality tools
are developed;
3. functionality of audience response systems and mobile tools of multimedia
development with augmented reality are compared and assessed;
4. efficiency of developed methods is experimentally verified and confirmed, namely
the results of the “Students’ motivation for training activity” criterion increased by
5,58% at the high level and by 4,36% on average; the results of the “Systematic
accomplishment professional-oriented tasks” criterion increased by 5,49% at the
high level and by 7,48% on average; the results of the “Formation professional
competencies” criterion increased by 5,68% at the high level and by 7,39% on
average.
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