The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy

Wen-Jye Shyr, Ying-Ming Hsieh and Ching-Huei Chen
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Wen-Jye Shyr: Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua 500, Taiwan
Ying-Ming Hsieh: Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua 500, Taiwan
Ching-Huei Chen: Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua 500, Taiwan

Sustainability, 2021, vol. 13, issue 8, 1-13

Abstract: This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group.

Keywords: instant response systems; learning performance; intrinsic motivation; self-efficacy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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