Personal response systems and learning performance: The mediating role of learners’ engagement

Simon C.H. Chan, Stephen Ko

Research output: Journal article publicationJournal articleTeaching and learningpeer-review

5 Citations (Scopus)

Abstract

The use of personal response systems (PRSs) to support the learning process is increasing. This study examines the impact of PRSs from individual learners’ and instructors’ perspectives on individual learners’ engagement with PRSs and their learning performance. Data were collected from a sample of 236 undergraduate bachelor of business administration students in the School of Business at a Hong Kong university. The results indicated that the learner interface was important to individual learners’ engagement with PRSs and their learning performance. Instructor attitude and technical competence had significant impacts on learning performance. Engagement with PRSs partially mediated the effect of both perspectives on learning performance. Implications for the theory and practice of individual learners’ learning performance are discussed.

Original languageEnglish
Pages (from-to)234-242
Number of pages9
JournalJournal of Education for Business
Volume94
Issue number4
DOIs
Publication statusPublished - 19 May 2019

Keywords

  • Engagement
  • higher education
  • learning performance
  • personal response systems

ASJC Scopus subject areas

  • Education
  • Business, Management and Accounting (miscellaneous)

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