Using Personal Response System technology and Concept Check Modules to improve students’ learning experience: A case study

As a result of a Faculty Development Grant in Instructional Innovation with technology, the materials science course was selected to implement innovative, creative instructional teaching strategies with the use of technology. One of the technologies employed was a personal response system (PRS). This is a tool employed to promote active learning in class, to increase participation, to measure conceptual comprehension and to support Millennial Learners. In order to achieve these goals, Concept Check Modules, which integrate PRS, were designed, created and implemented. They were executed the class before each regular exam in order to obtain an immediate assessment of the students conceptual knowledge. Each student's individual responses were tracked and, later on, correlated to their exam performance. The four exams administered during the semester correspond to 46.5% of the students' final grade. After the correlation was performed, it was observed that the overall performance of the students in the course increased. This paper describes the implementation of PRS and Concept Check Modules as well as the results and feedback obtained. Finally, the lessons learned and challenges experienced will be discussed.