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Where does the
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A. Taipei
B. Taichung
C. Tainan
D. Kaohsiung
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Fig. 9.8 ( a ) Selecting an answer option. ( b ) Completing the voting activity
requirements for the physical installation of PRS facility and the size of lecture
room. Therefore, universities have to identify ideal classrooms for proper installa-
tion and future use. However, the management of remote controls, including
distribution and collection in the classroom, is a big issue in practical implementa-
tion in Taiwan. Accordingly, although PRS functionality can be easily integrated
into the Moodle e-learning platform, the student project requires a stand-alone
PRS@cloud system to demonstrate its feasibility as a proof of concept.
Figure 9.9 presents the functional chart of PC and mobile devices used by
students, as well as that of teachers and system administrator. Two modes are
made available to students, namely, full-screen display using personal, notebook,
or pad computers, or simplified screen display, such as mobile phones, personal
digital assistants, or smaller pad computers. In either mode, students can register
and login to the system, modify data, select classes, answer questions, and inspect
the statistics. The teacher account can only be created by the system administrator,
but once the teachers log into the system, they can create, inspect, and edit classes,
as well as approve students, manage student name lists, add questions, and inspect
statistics. The system administrator can create teacher accounts and maintain all
accounts in the systems when necessary, such as when users forget their passwords.
This PRS function for educational use can actually be incorporated into the
e-Learning platforms. The operation is no different from the general functions
available in Moodle. In fact, the clicker provider, Turning Point Software, has
released a Moodle module to support the clicker use with Moodle, but discontinued
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