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Students and teachers use Mentimeter: technological innovation to meet the challenges of the COVID-19 pandemic and post-pandemic higher education
Author: J. Ignacio Pichardo 1, * , Esteban F. López-Medina 2 , Olga Mancha-Cáceres 1 , Isabel González-Enríquez 1 , Alejandro Hernández-Melián 3 , Maribel Blázquez-Rodríguez 1 , Carabéres Virginia, Virginia Jimmy -Alarcon 5 , Mónica Ramos-Toro 1 , Esther Isorna 6 , Mónica Cornejo-Valle 1 and Oriol Borrás-Gené 7
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Department of Social Anthropology and Social Psychology, Faculty of Political Science and Sociology, Complutense University of Madrid, Pozuelo de Alarcón, 28223 Madrid, Spain
Received: September 5, 2021 / Revised: October 14, 2021 / Approved: October 16, 2021 / Published: October 21, 2021
(This article accompanies the special issue The Role of Technology in Teaching, Learning and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)
The Covid-19 pandemic has prompted university teachers to develop their digital skills to adapt to online learning. A group of university teachers decided to evaluate the pedagogical use of Mentimetr to support student participation and active learning. 400 students and 12 participating academics completed the survey. These 12 academic respondents also participated in the focus group after experiencing the software during an academic course. Qualitative and quantitative data were collected and analyzed to conclude that this software not only enabled student participation during the pandemic (in-person and online) in synchronous and asynchronous ways, but also improved attention, engagement, collaborative learning, and interaction. Instant feedback allowed teachers to monitor student learning and adjust content and pace accordingly. Students and teachers highlighted the inclusive potential of the tool as it allows for the participation of a diverse audience of different backgrounds and abilities, ensuring inclusive and equitable learning for all. Some areas for improvement were also identified, namely more features to make the software more attractive and adaptable to different learning goals.
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Technological innovation has been a key factor in promoting methods that enable active student involvement [1]. It has been shown that the use of Information and Communication Technologies (ICT) “helps improve understanding of concepts related to a specific subject, reinforces possible teaching strategies, and helps students take on a dimension of greater responsibility for their own educational and learning process.” [2].
Research has shown that strategies that encourage student participation increase both class attendance and skill acquisition [3]. The Covid-19 pandemic has meant profound changes in education, including higher education. Two of them are highlighted here [4]: Online education, sometimes combined with face-to-face teaching, has taken on a leading role in various ways, which is why teachers have had to quickly integrate and develop their digital skills.
In this context, a group of university teachers has decided to innovate during the academic year 2020-2021 using online software (Software as a Service or SaaS) to stimulate participation, collaborative learning and interaction between all individuals involved in education and to facilitate. process. This approach focuses on the learning process as it allows for the collaborative work of educators and students. To do this, we first explored several tools, including Kahoot, Mentimeter, Socrative, Wooclap, and Quizizz that allow students to actively participate in the classroom. This software also enables gamification strategies, which greatly motivates students and provides a great opportunity for innovation to improve teaching and learning processes [5, 6].
After conducting a bibliographic review [7, 8, 9, 10, 11, 12, 13, 14, 15], we concluded that the use of Mentimeter in educational processes led to a significant increase in the attention and participation of students while promoting inclusion. and commitment to the learning process. Gokbulut [16] investigated the use of two software tools in education: Kahoot and Mentimeter. He found that both had a strong positive effect on online learning: students enjoyed learning and, especially with the Mentimeter, they were observed to participate more actively in classroom activities. Gokbulut concluded that Mentimeter helped teachers develop digital skills and understand the importance of using technology in the classroom.
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So we decided to use and evaluate Mentimeter in our courses to identify its strengths and weaknesses in teaching and learning. Mentimeter is an online software that allows educators to create interactive presentations and engage their students in real time. We describe how it is used in the Materials and Methods section. After testing the other options listed above (Kahoot, Mentimeter, Socrative, Wooclap, and Quizizz), the educators who participated in this study agreed that Mentimeter is more dynamic.
It offers more flexibility and a wider range of features, allowing teachers to explore more types of questions and interactions. Mentimeter also provides an attractive and user-friendly interface for both students and teachers through any mobile device with internet access (mobile, tablet or computer) and without the need to install any kind of software or specific program [17].
Previous research [7, 8, 9, 10, 11, 12, 13, 14, 15] mainly focused on students’ opinions about the use of the Mentimeter. To keep students at the center of teaching and learning processes, we also wanted to know about the uses, capabilities and limitations that teachers report using this tool. Using quantitative and qualitative methods, and examining the use of the mentimeter in face-to-face and synchronous contexts, we examined its suitability for online teaching situations and its asynchronous use.
As a result of the COVID-19 pandemic, due to the implementation of blended learning and online education in higher education, the integration of ICT as a tool is becoming more and more urgent, so that the context is no longer supplementary, but is the basis of education [4]. The challenges of the pandemic have spurred new knowledge and skills in the use of public response systems (ARS) and gamification tools that will be useful in the post-pandemic process and reshape the way we teach and learn in universities. In this article, we show that using Mentimeter not only increases student participation, engagement, gamification, concentration and attention in face-to-face classes, but also enables their participation and improves inclusion in the online environment.
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Exploratory research has been conducted during the 2020-2021 academic year (September 2020 to July 2021 according to the Spanish academic calendar) to evaluate how the use of Mentimetra can improve the teaching and learning experience. The project involved eleven university teachers from Complutense University and one from Rey Juan Carlos University in Madrid (Spain) (eight women and four men) who used the software at other universities and in other educational environments. The group had an interdisciplinary background in several fields: psychology, pedagogy, linguistics, social anthropology, social work, medicine, computer science, mathematics and biology. In the following sections, we explain how these teachers used Mentimeter and data collection methods.
Four of the twelve participating teachers were not familiar with the software before (33%), three knew about it but had never used it (25%) and the remaining five were already using it: one (9%) with a paid license and four ( 33%) use the free version. Overall, the percentage of teachers who had never used the app (58%) was higher than the percentage of teachers who had used the app (42%). Most of them had previously used the software primarily for presentations (Powerpoint), assessments (Google Forms), and reviews and games (Kahoot) during class, and did not use other more interactive platforms such as Quizizz or Socrative.
The teaching participants were not from the same position in terms of knowledge of gamification theories and/or pedagogical use of online digital tools in general and Mentimeter in particular. This diversity of situations enabled an active exchange of ideas and advice on the use of Mentimetr, which formed the project team