Improving students’ engagement during synchronous teaching sessions using interactive quiz tools: A case study of undergraduate Nursing students in DMU

A component of student engagement is the students’ willingness to respond to questions or ask questions during live teaching sessions. However, there is limited evidence that identifies how anonymous participation using interactive tools influences students’ engagement during teaching sessions. Therefore, this study examined how anonymous engagement with interactive tools impacts students’ willingness to respond to questions or ask questions during a face-to-face or virtual teaching session.

The theoretical basis for the study is the Landers’ Theory of Gamified Learning. The study used a mixed-method approach as data were collected from undergraduate nursing students using a questionnaire. Also, a sample of some interaction reports from an interactive tool (Slido) on how students have engaged with an interactive tool during face-to-face and virtual teaching sessions were analysed.

Overall, 141 students responded, majority were female (87.9%). Most participants said they will likely ask (73%) and answer (87.2%) questions using interactive tools if their responses were anonymous. Their reasons were around their confidence, avoiding embarrassment, avoiding being judged by their peers, and the fear of asking silly questions or giving wrong answers. The results indicates that students will engage more during teaching sessions when their questions or responses are anonymous. This is especially relevant when trying to get shy or non-engaging students to engage during teaching sessions.