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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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Five Tips for More Inclusive Use of Audience Response Systems to Engage Large Groups.

Jude Bradbury¹, Avril Senior¹

¹LIVE Centre, Department of Clinical Sciences and Services, Royal Veterinary College, Hawkshead Lane, North Mymms, Hatfield, AL9 7TA, UK.

Journal of Veterinary Medical Education

|June 16, 2026

Summary

Audience response systems (ARSs) can enhance large group engagement, but educators must consider inclusivity for diverse learners. This teaching tip offers strategies to ensure ARSs benefit all students, regardless of background or learning needs.

Keywords:

audience response systems collaboration engagement gamification inclusivity lectures/large groups

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Published on: January 26, 2024

Area of Science:

Educational Technology
Higher Education Pedagogy
Inclusive Learning

Background:

Large group teaching presents engagement challenges, particularly with diverse student populations.
Audience Response Systems (ARSs) like Kahoot!© and Mentimeter© are popular engagement tools.
Existing research on ARSs often overlooks inclusivity and diverse student needs.

Purpose of the Study:

To examine the inclusivity of Audience Response Systems (ARSs) in large group settings.
To identify how student identity categories impact ARS accessibility and engagement.
To provide practical strategies for enhancing ARS inclusivity.

Main Methods:

Review of existing literature on ARSs and inclusive pedagogy.
Analysis of potential barriers faced by diverse student groups (neurodiversity, socioeconomic status, second language learners, varying academic performance).
Development of practical mitigation strategies for educators.

Main Results:

Student identity categories can significantly affect ARS access and engagement.
Without targeted interventions, ARSs may inadvertently exclude certain student demographics.
Specific adjustments can improve the inclusivity of ARS use.

Conclusions:

Educators should critically evaluate ARS implementation for inclusivity.
Adopting inclusive practices ensures ARSs promote equitable social constructivist learning.
Reflective practice is key to leveraging ARSs effectively for all students.