One Step Further

Abstract

In this qualitative research study, a bidirectional ARS was integrated into a lecture. Students’ perceptions were explored by focusing on their preferences on different question and feedback types, sharing of posts, nickname use, problems, and design suggestions. A total of 25 students participated in focus group interviews. The results showed that students liked the multiple-choice type questions due to the easy answer characteristics, and they found it difficult to text their responses for open-ended questions. The majority of the students preferred getting feedback immediately after asking a question. Students also stated that using ARS ease their shyness. The findings can significantly contribute for understanding the potential of an ARS supporting two-way communication during a lecture-based approach of instruction, also demonstrate that thinking level of the questions with the feasibility of ARS should be investigated together, and the different preferences of students on the question type, feedback type, and nickname use highlight the importance of student characteristics.