Mentimeter Improves Student Engagement in Online Clinical Anatomy Revision Sessions: A Programme Evaluation
Year: 2024
Type: article
Abstract: Background There is a need to develop evidence-based strategies to maximise student engagement in online learning contexts. Audience response systems (ARS) are well-established active learning tools that improve engagement in the face-to-face classroom, but they remain under-researched in the online context. Aims This study aimed to directly compare student engagement, perceptions and learning following clinical anatomy revision sessions including interactive questions asked using an ARS (Mentimeter) compared to interactive questions asked using videoconferencing interaction only. Materials and methods We designed a series of 11 online clinical anatomy revision sessions advertised to all undergraduate medical students at a UK university. Five of these sessions were randomised to include interactive questions asked using an ARS (Mentimeter), and the remainder included interactive questions asked using videoconferencing (Microsoft Teams) functionality only. Data on attendance and engagement were collected, and attendees were asked to complete an end-of-session survey and an end-of-session test of knowledge. Results On average, significantly more attendees engaged with each interactive question asked using Mentimeter compared to questions asked without (30.1% vs 6.4%; p=2.20×10-16). Students scored higher on the end-of-session test of knowledge following sessions using Mentimeter (6.6 vs 5.3; p=0.007) and had a higher survey response rate (24.6% vs 14.3%; p=0.003). Students reported that Mentimeter improved engagement, interest, learning and testing of knowledge. Conclusions This study adds to the existing literature by demonstrating student engagement is significantly higher when using ARS (Mentimeter) to ask interactive questions during online revision sessions than using videoconferencing interaction alone.
Source: Cureus
DOI: 10.7759/cureus.74178
Authors: Edward J Armstrong, Louise Rogers, Mia Lyon, Joanne L Selway
Institution: University of Buckingham
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4404582311