Information Technology Reference
In-Depth Information
by many suppliers, such as Turning Technologies (
http://www.turningtechnologies.
students' own cell phones (Carlson
2001
), an innovation now available through
PRS providers, such as Turning Technologies (
http://www.turningtechnologies.
Recent studies provide adequate evidence on the positive perception of students
on the use of PRS in higher education. Judson and Sawada (
2002
) provided the
earliest summary of PRS use, where they investigated PRS use in the 1960s and
1970s, and then made recommendations. Modern PRS use after the 1970s to 2000
was also discussed, and corresponding findings were drawn. By contrast, Fies and
Marshall (
2006
) reviewed the methods employed to assess PRSs, including peda-
gogical constructs in consideration of the traditional and next-generation PRS
systems with 7 references from 1997 to 2004 and actual implementation studies
with 14 references from 1996 to 2005. These two review papers provide valuable
information for understanding the transition of PRS adoption from the early stage to
this modern time.
Simpson and Oliver (
2007
) provided a summary of the pedagogical and organi-
zational implications of PRS adoption, with corresponding perceptions of staff and
students. In particular, they compared the practices of PRS use before 2000 and
after 2000 and up to 2006, which bridged the knowledge of two eras of PRS
development and practices. Meanwhile, Caldwell (
2007
) reviewed 25 peer-
reviewed articles, which identified primary PRS users, articulated the rationale
for PRS use, explored and questioned the strategies used by PRS, and identified
its best practices. Caldwell's (
2007
) research is perhaps the most comprehensive
review, with majority of its references published after 2000.
In referencing the abovementioned review articles, Kay and LeSage (
2009
)
summarized PRS literature and identified 13 benefits and 12 challenges. The benefits
of PRS are grouped into three categories, namely, classroom environment, learning,
and assessment benefits. Classroom environment benefits include attendance, atten-
tion, anonymity, participation, and engagement. Learning benefits include interac-
tion, discussion, contingent teaching, learning performance, and quality of learning.
Assessment benefits include feedback and formative and comparative assessments.
The challenges of PRS are grouped into three categories, namely, technology-based,
teacher-based, and student-based challenges. Technology-based challenges include
non-functional remote control devices and PRS. Student feedback, coverage, and
question formulation are examples of teacher-based challenges. Student-based
challenges include acceptability of new methods, discussion, effort, summative
assessment, attendance for grades, identifying students, and negative feedback.
Kay and LeSage (
2009
) also posited key problems and future research directions
from past PRS literature. Key problems encountered by current PRS research include
the lack of systematic research methodology, bias toward using the anecdotal, lack
of qualitative data, excessive focus on attitudes as opposed to learning and cognitive
processes, and inconclusive samples derived from limited education settings. Four
future research directions for PRS research were identified as follows: the need to
determine why specific benefits and challenges influence PRS use, the need for an
