Enhancing Engagement and Feedback with Mentimeter in Information Skills Training
Mentimeter is an audience response system that enhances engagement and feedback in Information Skills Training (IST). It allows users to create interactive presentations with various polling styles and audience participation through their devices. Utilizing this tool in a study with healthcare professionals showed positive results in increasing interaction, discussion, and the quality of learning. Integrating Mentimeter led to a more enjoyable learning experience for both instructors and participants, indicating its potential value in educational settings.
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Using Mentimeter, An Audience Response System, to enhance Feedback and Engagement in Information Skills Training (IST) Trish Patton, ICGP HSLG Seminar 2020
What is Mentimeter? An easy-to-use, cloud-based polling tool (known as Audience Response System/ARS) Create fun and interactive presentations A variety of polling styles such as multiple-choice or image-choice questions, word clouds, quizzes, scales, open-ended text entry, etc. Audience use their own devices (mobiles, tablets or laptops) for participation using a short code Free version has limitations (a maximum of five MCQs and two other type questions per presentation)
Why use an ARS? Key benefits include the influence on: 1) Classroom environment (increased attention and participation) 2) Learning (increased interaction, discussion and quality of learning) 3) Assessment (feedback) {Kay & LeSage (2009)} This technology is potentially of great value for improving the educational experience of students and instructors alike {Collins (2007)}
The ICGP Study Research Group: 17 First-Year Occupational Medicine Healthcare Professionals Aim: To encourage engagement and feedback by making the session more interactive Data: 1) Participant Perspective: Short MCQ Quiz & Paper-based Feedback Form 2) Instructor Perspective: Personal Observations
Personal Observations I found Mentimeter easy to use. It helped create a fun and interactive presentation which created a more positive learning experience both for myself and the participants.
Conclusion Course participants found the experience positive and were more attentive and participated more than previous years. From my own perspective, I also found the experience more enjoyable. I intend to integrate Mentimeter into future information skills training sessions and would recommend it as an active learning tool to other librarians.
Key References Collins, L.J. (2007) Livening up the classroom: using audience response systems to promote active learning. Medical reference services quarterly. Compton, M., & Allen, J. (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11(1). Funnell, P. (2017) Using audience response systems to enhance student engagement and learning in information literacy teaching. Journal Of Information Literacy, 11(2): 28 - 50. Kay, R.H.; LeSage, A. (2009) Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature. Computers & Education, 53 (3): 819-827 Nov 2009. Little, C. (2016) Mentimeter Smartphone Student Response System: A class above clickers. Compass: Journal of Learning and Teaching, 9(13). Walker, K.; Pearce, M. (2014) Student engagement in one-shot library instruction. Journal of Academic Librarianship, 40(3-4): 281-290. Workman, L.; Burnett, E.; White, R. (2017) Using Mentimeter to gauge and engage science students in information skills sessions. Royal Holloway LILAC EPoster on Mentimeter 2017. Available at: https://repository.royalholloway.ac.uk/items/bbcb9038-ba2e-4cc1-9eeb- 293e78646b94/1/
