Do audience response systems truly enhance learning and motivation in higher education? A systematic review

Jaime Serrada-Sotil (), Juan Antonio Huertas Martínez () and Miriam Granado-Peinado ()
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Jaime Serrada-Sotil: Francisco de Vitoria University
Juan Antonio Huertas Martínez: Autonomous University of Madrid
Miriam Granado-Peinado: Francisco de Vitoria University

Humanities and Social Sciences Communications, 2025, vol. 12, issue 1, 1-14

Abstract: Abstract This systematic review, that followed the PRISMA framework, examined whether Audience Response Systems (ARS) effectively enhance learning and motivation in higher education. Three research questions were posed: (1) concerning the methodological quality of studies on ARS, (2) regarding the psychoeducational variables studied when using ARS, and (3) about the impact of ARS on learning. The literature search was conducted in Web of Science (WoS), Scopus, and ERIC, yielding a total of 653 records. After the screening process, the number was reduced to 135, of which 79 were rejected based on exclusion criteria. Finally, 11 studies were selected for the review (653 → 135 → 11). The results indicate that the methodology and data analysis of the reviewed studies are not very robust, showing limitations in variable control and a limited use of validated instruments for data collection. The main psychoeducational variables investigated include performance, motivation, student engagement and satisfaction. As for the effect on learning, it is demonstrated that there is no consensus in the literature regarding how ARS contribute to academic performance. Currently, there is a debate about the real impact of these applications in higher education despite their popularity. Kahoot! is, by far, the most widely used audience response system in classrooms, surpassing Mentimeter, Socrative, or Wooclap. This review concludes, in line with similar works, that it is necessary to improve the methodological quality of research on ARS to obtain more robust evidence and to confirm their effects on learning and motivation in higher education.

Date: 2025
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DOI: 10.1057/s41599-025-06042-w

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