Audience response

About: Audience response is a research topic. Over the lifetime, 1175 publications have been published within this topic receiving 22703 citations. The topic is also known as: audience response.

Clickers in the Large Classroom: Current Research and Best-Practice Tips

Abstract: Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.

Examining the benefits and challenges of using audience response systems: A review of the literature

Abstract: Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.

Audience Activity and Soap Opera Involvement: A Uses and Effects Investigation.

Abstract: This investigation examined the role of motives, attitudes, and audience activity in explaining the affective, cognitive, and behavioral involvement of 328 daytime soap opera viewers. Because inter correlations were found among motives, attitudes, activities, and involvement variables, canonical correlation analysis was used. There were two multivariate patterns. First, except for viewing to pass time, more salient viewing motivations (especially exciting entertainment and social utility), perceived realism, viewing intention, and attention were related to parasocial interaction, post viewing cognition, and post viewing discussion. Second, viewing for social utility, but not for voyeurism, and the lack of realism were related to post viewing discussion, but not to parasocial interaction. These audience orientations and the role of involvement in media uses and effects were discussed.

Audience Response to Product Placements: An Integrative Framework and Future Research Agenda

Abstract: This study comprehensively reviews the literature on product placements to develop an integrative conceptual model that captures how such messages generate audience outcomes. The model depicts four components: execution/stimulus factors (e.g., program type, execution flexibility, opportunity to process, placement modality, placement priming); individual-specific factors (e.g., brand familiarity, judgment of placement fit, attitudes toward placements, involvement/connectedness with program); processing depth (degree of conscious processing); and message outcomes that reflect placement effectiveness. The execution and individual factors influence processing depth (portrayed as a high—low continuum), which in turn impacts message outcomes. The outcomes are organized around the hierarchy-of-effects model into three broad categories: cognition (e.g., memory-related measures such as recognition and recall); affect (e.g., attitudes); and conation (e.g., purchase intention, purchase behavior). This study integrat...

The rhetorical limits of polysemy

Abstract: Current critical studies emphasize the way in which the polysemic qualities of mass mediated texts empower audiences to construct their own liberating readings. An examination of the text, audience readings, and historical placement of an episode of Cagney & Lacey concerning abortion indicates serious constraints placed on audiences by the rhetorical situations in which readings occur. The pleasures of the audience, I argue, may not be sufficient to certify a positive role for mass media in the process of social change.