In the present study, we tested the effectiveness of a Theory of Planned Behavior-based cyberbullying bystander video on three outcomes: joining the bully, helping the victim, and doing nothing as compared to a control group. University students (M = 23.68 years old; female = 78.7%), were randomly assigned to a cyberbullying bystander (n = 113) or…

This study evaluates the effectiveness of an intervention of formative assessments with a clicker-based technology on anxiety and academic performance. We use a randomized experiment in physics education in one school in Dutch secondary education. For treated students, the formative assessments are operationalized through quizzing at the end of…

By pulling from the complex field of fan studies, I hope to show how fan studies, particularly fangirls and their practices, can inform the field of curriculum theory. In this article, through an autobiographical sharing of moments, I consider how fangirl practices have shaped the way I regard scholars, conferences, and relationships. I then…

In the context of the use of personal response systems (PRSs) in the classroom, the two main motivations of the study were to investigate whether boredom with the devices decreased students' perceived learning and learning satisfaction, and whether teachers' provision of feedback moderated these negative effects. A survey was conducted among 172…

This dissertation investigates the voluntary usage of clickers to answer in class multiple-choice questions in general chemistry courses and its effect on student performance. The first study explored the demographic composition of two sequential introductory level chemistry courses over six terms. No difference in voluntary usage of the clicker…

Student response systems (SRSs) increase the engagement of students by supporting them to participate in the course and thus contribute to their academic achievement. However, in most of the experimental studies in which the effects of SRSs were investigated, details on how to integrate SRSs into the course were not provided. This study aimed to…

My thesis work is focused on conceptual and epistemic learning and characterizing the environments in which this learning takes place. Earlier studies conducted by the Stowe group explored how instructional practices, instructional emphasis, and assessment emphasis relate to student outcomes in general and organic chemistry courses. Student…

Enhancing students' lexical fluency and academic performance in speaking exams presents a significant challenge for English as a foreign language (EFL) instructors. The pursuit of effective tools to engage students and facilitate their learning process has been ongoing. The incorporation of technology in EFL learning contexts, particularly through…

This study examines the impact of incorporating cloze tests during pauses in classroom instruction as retrieval practice activities, using Audience Response Systems (ARS) for delivery. While ARSs traditionally rely on multiple-choice questions, cloze tests offer a potentially efficient alternative that aligns with retrieval practice principles.…

Technology advances have changed the way faculty teach and students learn. The classroom has evolved from students listening to their faculty lecture to convey their knowledge to students utilizing interactive electronic resources that can take students worldwide in milliseconds. Tools in the classroom have also allowed faculty to quiz students…

Classroom Response System (CRS) is a promising educational tool that can create an interactive learning space. In high school, less is known about its impact on learning mathematics. Most studies on the integration of CRS in teaching and learning use internet-dependent tool. This paper aimed to determine the effectiveness of the CRS that uses…

The coronavirus disease 2019 epidemic has prompted all universities to completely change their teaching in a very rapid way around the world. In France, most of the university courses for the year 2020 had to be delivered at distance. This can be an opportunity for some to rethink the place and the form of distance learning (DL). We present here…

This investigation was conducted to examine middle school students' use of formative assessment technologies in informal science learning contexts. Specifically, this study focused on students' overall preferences when using a game-based student response system (GSRS; Wang, 2015) as a formative assessment. Data sources included students' (n = 42)…

Secondary students with specific learning disabilities often have challenges with academic engagement and performance within the general education setting. Opportunity to respond strategies, such as student response systems, have shown promise in supporting academic engagement for students without disabilities. However, there are few studies…

Although active learning is well-known to positively impact student academic achievement, there is limited research on classroom behavior, interaction, and engagement in active learning settings. This research applied an explanatory case study method in order to describe students' behaviors, interactions, and engagement in an active learning…