Student accuracy and evaluation of a computer-based audience response system.

Area of Science:

• Educational Technology
• Dental Education

Background:

• Audience response systems enhance student engagement in educational settings.
• Classroom Performance System (CPS) facilitates interactive learning through keypad responses.

Purpose of the Study:

• To evaluate student accuracy with CPS across three question administration methods.
• To assess student perceptions of the CPS interactive learning system.

Main Methods:

• Sixty-two dental students participated in accuracy assessments using CPS with projected, verbal, and written question formats.
• Teacher-managed (projected, verbal) and student-managed (written) response input methods were compared.
• Anonymous questionnaires gathered student feedback on their experience with the CPS system.

Main Results:

• Student accuracy was comparable between projected and verbal (teacher-managed) CPS question formats.
• A significant difference in accuracy was observed in the student-managed (written) CPS format (p<0.000001).
• Students reported a preference for teacher-managed CPS assessments.

Conclusions:

• Teacher-managed administration of Classroom Performance System (CPS) leads to higher student accuracy.
• Student perceptions favor interactive, teacher-paced assessments over self-paced methods.
• CPS is a positively received tool for enhancing student interaction in dental education.