Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class

Abstract

Large university classes often face challenges in enhancing active learning, repetition and feedback in the classroom which are essential for promoting student learning. In this study, we evaluated the implementation of digital tools (lecture recordings, question tool, classroom response system and virtual reality) regarding their perceived impact on active learning, repetition, and feedback in a large university class. The study applied a mixed methods design and collected data from a survey (95 students) and focus groups (11 students). The results show that students enjoyed using the tools because they enriched the lecture. However, students perceived differences regarding the impacts on active learning, repetition, and feedback. The perceived impacts of the classroom response system and the lecture recordings were rated high whereas the perceived impacts of the question tool and the VR modules were rated lower. Recommendations on how to use these digital tools in large classroom settings are provided.