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The Impact of Live Polling Quizzes on Student Engagement and Performance in Computer Science Lectures

Xingyu Zhao

TL;DR

This study investigates the effectiveness of Live Polling Quizzes (LPQs) in undergraduate Computer Science lectures after the shift to remote and hybrid learning due to the COVID-19 pandemic. It employs a survey-based approach at the University of Liverpool with 70 invited CS undergraduates and 28 valid responses, analyzing 12 multiple-choice items and 2 open questions to gauge engagement, understanding, and perceptions. The findings show LPQs are generally associated with higher understanding and engagement and may modestly influence attendance, but the effects depend on frequency and implementation, with clear instructions for polling software being crucial. The work highlights the need for larger, more controlled studies to generalize results across contexts and to optimize LPQ use in post-COVID CS education.

Abstract

Prior to the COVID-19 pandemic, the adoption of live polling and real-time feedback tools gained traction in higher education to enhance student engagement and learning outcomes. Integrating live polling activities has been shown to boost attention, participation, and understanding of course materials. However, recent changes in learning behaviours due to the pandemic necessitate a reevaluation of these active learning technologies. In this context, our study focuses on the Computer Science (CS) domain, investigating the impact of Live Polling Quizzes (LPQs) in undergraduate CS lectures. These quizzes comprise fact-based, formally defined questions with clear answers, aiming to enhance engagement, learning outcomes, and overall perceptions of the course module. A survey was conducted among 70 undergraduate CS students, attending CS modules with and without LPQs. The results revealed that while LPQs contributed to higher attendance, other factors likely influenced attendance rates more significantly. LPQs were generally viewed positively, aiding comprehension and maintaining student attention and motivation. However, careful management of LPQ frequency is crucial to prevent overuse for some students and potential reduced motivation. Clear instructions for using the polling software were also highlighted as essential.

The Impact of Live Polling Quizzes on Student Engagement and Performance in Computer Science Lectures

TL;DR

This study investigates the effectiveness of Live Polling Quizzes (LPQs) in undergraduate Computer Science lectures after the shift to remote and hybrid learning due to the COVID-19 pandemic. It employs a survey-based approach at the University of Liverpool with 70 invited CS undergraduates and 28 valid responses, analyzing 12 multiple-choice items and 2 open questions to gauge engagement, understanding, and perceptions. The findings show LPQs are generally associated with higher understanding and engagement and may modestly influence attendance, but the effects depend on frequency and implementation, with clear instructions for polling software being crucial. The work highlights the need for larger, more controlled studies to generalize results across contexts and to optimize LPQ use in post-COVID CS education.

Abstract

Prior to the COVID-19 pandemic, the adoption of live polling and real-time feedback tools gained traction in higher education to enhance student engagement and learning outcomes. Integrating live polling activities has been shown to boost attention, participation, and understanding of course materials. However, recent changes in learning behaviours due to the pandemic necessitate a reevaluation of these active learning technologies. In this context, our study focuses on the Computer Science (CS) domain, investigating the impact of Live Polling Quizzes (LPQs) in undergraduate CS lectures. These quizzes comprise fact-based, formally defined questions with clear answers, aiming to enhance engagement, learning outcomes, and overall perceptions of the course module. A survey was conducted among 70 undergraduate CS students, attending CS modules with and without LPQs. The results revealed that while LPQs contributed to higher attendance, other factors likely influenced attendance rates more significantly. LPQs were generally viewed positively, aiding comprehension and maintaining student attention and motivation. However, careful management of LPQ frequency is crucial to prevent overuse for some students and potential reduced motivation. Clear instructions for using the polling software were also highlighted as essential.
Paper Structure (30 sections, 15 figures)

This paper contains 30 sections, 15 figures.

Table of Contents

  1. Introduction
  2. Method
  3. Aim
  4. Context
  5. Design
  6. Sample
  7. Overview of analysis approaches
  8. Survey Results and Discussions
  9. Data with basic statistics
  10. Q1: I am confident I can succeed in this module.
  11. Q2: I feel connected with other students and teaching staff on this module.
  12. Q3: I believe I am contributing to and engaging effectively with the module (e.g., participating in discussions and other learning activities)
  13. Q4: At this stage in the module I understand how my learning will be assessed on this module
  14. Q5: How often did you attend this module with LPQs? And how often did you attend other modules without LPQs?
  15. Q6: Did the LPQs help you better understand the lecture material?
  16. ...and 15 more sections

Figures (15)

  • Figure 1: UI of the survey in the CANVAS system
  • Figure 2: The teaching practice around LPQs in the CS module where students were surveyed
  • Figure 3: Survey result of Q1.
  • Figure 4: Survey result of Q2.
  • Figure 5: Survey result of Q3.
  • ...and 10 more figures