Engaging Students with Questions: Attitudes towards Using Student Response Systems in Higher Education

Aysegul Meryem Kozak Çakır

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The purpose of this review paper is to shed light on the impact of student response systems on students’ academic engagement in large lectures within the higher education level. 40 highly relevant studies obtained from a meticulous literature search by mainly using student response system and student academic engagement as keywords. Studies were reviewed based on publication year, context, main focus of the study, participants, and the results of the study. Review results show that research studies with student response system and student engagement has a decreasing trend in recent years, conducted mainly with the quantitative approach, predominantly conducted with the participants from the first year of college. Their results showed that student response systems in large lectures help students to increase their academic engagement with the course work, improve their academic achievement, motivation and satisfaction from the course. Additionally, use of student response systems increased student metacognitive awareness with the course content and encouraged in-class discussions among students. Further research studies are needed with student academic engagement focus and use of student response systems with national and international contexts.


Received 11 April 2019, Revised 25 June 2019, Accepted 27 June 2019


Student engagement, lecture; large classes; student response systems

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Journal of Learning and Teaching in Digital Age. All rights reserved, 2016. ISSN:2458-8350