Showing papers on "Audience response published in 2018"

Preaching to the Scientifically Converted: Evaluating Inclusivity in Science Festival Audiences.

Abstract: Scientific institutions are increasingly embracing values of inclusivity and public engagement, but how do these two dimensions intersect? Science festivals have rapidly expanded in recent years as an outgrowth of these values, aiming to engage and educate the public about scientific topics and research. While resources invested in public engagement by scientists, universities, and governments are admirable in principle; this study indicates that their ambition to broaden the reach of science may be going unrealized in practice. Using data from three major UK science festivals, we demonstrate such events are disproportionately reaching economically privileged and educated audiences already invested in science, as opposed to diverse and broadly representative samples of the general public. Our results demonstrate that these science festivals are falling short of their aims to make science accessible to a broad audience. There is a clear need for improved practices and on-going evaluation to ensure ...

Awe the Audience: How the Narrative Trajectories Affect Audience Perception in Public Speaking

Abstract: Telling a great story often involves a deliberate alteration of emotions. In this paper, we objectively measure and analyze the narrative trajectories of stories in public speaking and their impact on subjective ratings. We conduct the analysis using the transcripts of over 2000 TED talks and estimate potential audience response using over 5 million spontaneous annotations from the viewers. We use IBM Watson Tone Analyzer to extract sentence-wise emotion, language, and social scores. Our study indicates that it is possible to predict (with AUC as high as 0.88) the subjective ratings of the audience by analyzing the narrative trajectories. Additionally, we find that some trajectories (for example, a flat trajectory of joy) correlate well with some specific ratings (e.g. "Longwinded') assigned by the viewers. Such an association could be useful in forecasting audience responses using objective analysis.

Effective Learner-Centered Approach for Teaching an Introductory Digital Systems Course

Abstract: In the Internet era, students have increasingly lost interest in traditional lectures; as a consequence, their learning motivation and exam performance have decreased. The widespread adoption of learner-centered teaching methods that address this issue faces certain barriers, including: 1) the significant faculty effort necessary to prepare e-learning materials; 2) significant extra time required for active online communication with students; 3) student resistance to taking an active role in their education; and 4) lecturers’ common belief that learner-centered teaching activities do not allow discussion of all the required topics. This paper presents a case study based on one offering of an introductory digital systems course taught with a combination of learner-centered strategies selected to overcome these barriers and improve student performance. These measures included: 1) improving the student-teacher relationship; 2) applying intriguing, inductive, and counterintuitive approaches to introducing new concepts; 3) adopting puzzle-based quizzes integrated with peer instruction; 4) using an audience response system; 5) replacing certain lectures with tutorials; 6) reducing course duration; and 7) using a graphics tablet. The results obtained demonstrate significant improvements in lecture attendance and in student performance. The author believes that the approach presented here can benefit other engineering educators in similar courses.

‘It’s not the fact they claim benefits but their useless, lazy, drug taking lifestyles we despise’: Analysing audience responses to Benefits Street using live tweets

Abstract: This paper capitalises on the instantaneity of Twitter as a communicative medium by analysing live audience responses to the second series of the controversial television programme Benefits Street. We examine the discourses and representation of social class drawn upon in public reactions to the program. We compiled a corpus of live tweets that were sent during the first airing of each episode of Benefits Street II, which included the hashtags #BenefitsStreet and/or #BenefitStreet. Our corpus comprises 11,623 tweets sourced from over four thousand Twitter accounts. Drawing on techniques from corpus-based discourse analysis, and contrasting our findings to an earlier study on Benefits Street by Baker and McEnery (2015a), we offer an insight into viewers’ discursive constructions of benefit claimants not just as scroungers, but as a more generally morally inadequate and flawed underclass. We argue that poverty porn programmes such as Benefits Street encourage viewers to see any positive representations of benefits claimants as exceptions to the rule.

Who's listening to modernism? BBC features and audience response

Abstract: This article focuses on three literary features—A Room of One's Own (1946), centred on the work of Virginia Woolf, an adaptation of David Jones’ epic poem In Parenthesis (1946) and Herbert Read's verse play Moon's Farm (1951)—in order to examine how they reflected on and adapted various aspects of modernist innovation. It also examines the range of listener response offered in the BBC Listener Research Reports for these programmes—from surprise and delight to outright bewilderment, with many listeners pleased in principle with the challenging literary content, but looking for pointed guidance on how to approach it, whilst others who were receptive to avant-garde writing were quick to identify lapses in quality. This article therefore traces how literary modernism functioned, and was experienced, when adapted into an aural experience in the late 1940s and early ’50s, the most innovative period of the Features Department.

Using an Audience Response System Smartphone App to Improve Resident Education in the Pediatric Intensive Care Unit.

Abstract: In the Pediatric Intensive Care Unit (PICU), most teaching occurs during bedside rounds, but technology now provides new opportunities to enhance education. Specifically, smartphone apps allow rapid communication between instructor and student. We hypothesized that using an audience response system (ARS) app can identify resident knowledge gaps, guide teaching, and enhance education in the PICU. Third-year pediatric residents rotating through the PICU participated in ARS-based education or received traditional teaching. Before rounds, experimental subjects completed an ARS quiz using the Socrative app. Concomitantly, the fellow leading rounds predicted quiz performance. Then, discussion points based on the incorrect answers were used to guide instruction. Scores on the pre-rotation test were similar between groups. On the post-rotation examination, ARS participants did not increase their scores more than controls. The fellow's prediction of performance was poor. Residents felt that the method enhanced their education whereas fellows reported that it improved their teaching efficiency. Although there was no measurable increase in knowledge using the ARS app, it may still be a useful tool to rapidly assess learners and help instructors provide learner-centered education.

Technology in Public Health Higher Education.

Abstract: Streamed and recorded lectures as well as audience response technology are increasingly used in public health tertiary education, to train practitioners to address Asia-Pacific region’s rapidly changing health needs. However, little is known about the impact on student performance, satisfaction, and understanding. This study aimed to assess postgraduate students’ perceptions and their use of technology in a large epidemiology subject at an Australian university in internal and external modes. The study used both routinely collected student data (n = 453) and survey data (n = 88). Results indicate that students accept and use technology-based learning tools, and perceive audience response technology as well as streamed and recorded lectures as useful for their learning (96.6%). Students have shown a preference to review recorded lectures rather than viewing streamed lectures. Analyses further suggest that the use of recorded and streamed lectures may be linked to better student performance for external students (passing, any use odds ratio = 3.32). However, these effects are not consistent across all student subgroups and externally enrolled students may profit more than those enrolled internally.

Students perceptions of audience response system in classroom feedback: A qualitative study

Abstract: Article history: Received 2 December 2017 Received in revised form 7 February 2018 Accepted 13 February 2018 The aim of this study was to explore students’ attitudes to formative feedback from classroom questions, peer interactions, and post-lecture sessions. We used a qualitative approach involving focus groups interviews. A complete cohort of second-year nursing students (n = 120) attending a therapeutic communication course as part of a Bachelor of Nursing Program participated in this study. Of them, 49 volunteered to contribute to focus group interviews. NVivo (QSR International, Melbourne, Australia) was used to organize data using the content analysis method. All students were women aged 18–24 years. Most considered the ARS a useful tool that aided learning by providing instant, anonymous feedback. Some felt that there were barriers to peer interactions, including lack of interest in participating or not knowing the answers. In conclusion, ARS use improved students’ learning and encouraged a deep learning approach. Post-lecture feedback was most influential, followed by feedback from classroom questions, and lastly feedback from peer interactions.

Examining the impact of audience response systems on student performance in anatomy education: a randomised controlled trial

Abstract: Background and aimsElectronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response syste...

What Influences Audience Response to Figure Painting

Abstract: According to Mechner (2017), the aesthetic response is characterized by a “surprise-tinged” emotion that has no immediate function and tends to be reinforcing, and is influenced by the social context and priming history of the respondent. Consistent with Mechner’s views, I illustrate how cultural and individual factors affect the aesthetic response using examples of realistic figure paintings of American artists from the 19th and 20th centuries. Cultural factors such as established values, publicity, and market price influence the reaction of many people in similar ways. Individual factors such as knowledge of the subject, resonance to character, emotional history, and exposure to elements of composition depend on viewers’ unique repertoires and affect their response. I conclude with a call to expand the scope of behavior science to include further analysis and research on aesthetics.

Audience Response to Mediated Authenticity Appeals

Abstract: Iversen presents the findings of a focus group reception study, shedding light upon how people make sense of and evaluate authenticity appeals in political advertising. These appeals attempt to present a politician as “one of the people”, but also as a true individual, happily sharing their personality and inner emotions. The study concludes that the films function as a resource for citizens’ thinking about what a good political leader should be like. Iversen identifies a distinct ideal for politicians present in Norwegian political culture, namely, the ideal of “authentic leadership”. The authentic leader is not only truly himself but also communicates the right balance of closeness and distance. He is as we are but also above us.

Responding to Campus Shootings: Two Studies Exploring the Effects of Sex and Placement Strategy on Knowledge Acquisition and Organizational Reputation

Abstract: Two separate studies used quasi-experimental procedures to examine how college students learn about campus shootings from press releases, television news, or exposure to both. The fi rst study found that women tend to report higher levels of learning than men and that participants generally learn the most when exposed to messages delivered through multiple media. The second study extended the fi ndings to include consideration of the impact of learning on organizational reputation. Taken together, the results of both studies off er further evidence that knowledge acquisition can help mitigate against the formation of negative impressions of an organization in crisis. They also off er that the relationship between learning and attitude formation may be mediated by sex. The results are discussed in terms of message placement strategy and sex differences in mediated learning processes. Implications for the relationship between these learning processes and organizational reputation are addressed.

Towards an electronic fāgogo: Lani Wendt Young’s Telesā series and social media

Abstract: This article argues that Samoan author Lani Wendt Young’s Telesā series presents a complex way of thinking about the possible continuity between indigenous Samoan traditional forms and contemporary literatures. Her four-book fantasy romance series and its corresponding paratextual writings adapt and transform Samoan storytelling traditions and myths, as they operate within a popular idiom and mass medium. Young uses social media platforms to establish an interactive connection between storyteller and audience analogous to that of the Samoan live oral storytelling tradition of fāgogo, characterized by audience response that is considered an integral aspect of the performance. Young’s works shift the sense of literature in the Pacific, highlighting its function as a means of performing versions of communal rituals and taking steps towards revising the Eurocentric literary model that privileges the singular author, suggesting a Pacific vision for the way stories are produced and exchanged.

Candidate Performance and Observable Audience Response: Laughter and Applause-Cheering During the First 2016 Clinton-Trump Presidential Debate.

Abstract: Raucous audience applause-cheering, laughter, and even booing by a passionately involved electorate marked the 2016 presidential debates from the start of the primary season. While the presence and intensity of these observable audience responses (OARs) can be expected from partisan primary debates, the amount of not just laughter, but also applause-cheering and booing during the first general election debate between Hillary Clinton and Donald Trump was unprecedented. Such norm-violating audience behavior raises questions concerning not just the presence, strength, and timing of these OAR, but also their influence on those watching on television, streaming video, or listening to radio. This report presents findings from three interconnected studies. Study 1 provides a baseline for analysis by systematically coding the studio audience response in terms of utterance type (laughter, applause-cheering, booing, and mixtures), when and how intensely it occurred, and in response to which candidate. Study 2 uses observational analysis of 362 undergraduate students at a large state university in the southern United States who watched the debate on seven different news networks in separate rooms and evaluated the candidates' performance. Study 2 considered co-occurrence of OAR in the studio audience and in the field study rooms, finding laughter predominated and was more likely to co-occur than other OAR types. When standardized cumulative strength of room OAR was compared, findings suggest co-occurring OAR was stronger than that occurring solely in the field study rooms. Analysis of truncated data allowing for consideration of studio audience OAR intensity found that OAR intensity was not related to OAR type occurring in the field study rooms, but had a small effect on standardized cumulative strength. Study 3 considers the results of a continuous response measure (CRM) dial study in which 34 West Texas community members watched and rated the candidates during the first debate. Findings suggest that applause-cheering significantly influenced liking of the speaking candidate, whereas laughter did not. Further, response to applause-cheering was mediated by party identity, although not for laughter. Conclusions from these studies suggest laughter as being more stereotypic and likely to be mimicked whereas applause-cheering may be more socially contagious.

Exploring the Effects of Mobile-Based Audience Response System on EFL Students’ Learning and Engagement in a Fully Synchronous Online Course

Abstract: Innovative technologies, such as the Audience Response System (ARS) provide an opportunity to steer students into active engagement and meaningful discussions. Many previous studies on the use of ARS, mainly in large traditional classes, have accentuated the positive impact in terms of increased students’ learning and engagement through the incorporation of ARS into classroom practices. However, in synchronous online courses, wherein the lack of visual contact tends to stifle active engagement, the impact of using ARS is certainly worthy of investigation. Thus, in this mixed method study, online English as a Foreign Language (EFL) students’ perceptions concerning the use of mobile-based ARS (M-ARS) and its impact on enhancing their engagement, interactivity, and learning attainment were examined via a questionnaire whereas challenges pertaining to the use of M-ARS were solicited via semi-structured interviews. The results revealed that the implementation of M-ARS in online teaching correlate significantly with EFL students’ engagement and learning experience whereas qualitative analysis revealed some important points with regard to integrating M-ARS into online classrooms. Directions and suggestions for future research are offered.

Applause, Laughter, Chants, and Cheers: An Analysis of the Rhetorical Skill of the “Great Communicator”

Abstract: This study takes a content analytic approach to analyze the use of rhetorical devices in televised Republican National Convention (RNC) addresses by former U.S. President Ronald Reagan. By measuring rhetorical strategies and their relationship with the type, strength, synchrony, and duration of audience responses during the 1976, 1980, 1984, and 1992 RNCs, this study finds that Reagan had the ability to control speech factors to his advantage to promote positive audience response. This study finds that Reagan was adept at utilizing humor, external attacks, and advocating for his policy agenda in a way that elicited positive audience responses such as applause, laughter, affiliative booing, or affiliative chanting from his audiences. Furthermore, by analyzing RNC addresses, this study expands scholarship regarding group behavior in partisan audiences. The findings of this study not only provide insight into the rhetorical underpinnings of Reagan’s speeches, but also reveal the relationship between the speaker and audience in a distinctive partisan environment.

Effects of Applause Magnitude and Musical Style On Listeners’ Evaluations of Choral Performances

Abstract: Applause, an overt expression of approval from audience to performer, is one of the most common forms of audience response to live musical performances. In this study, we examined the effects of ap...

Gaming the Lecture Hall: Using Social Gamification to Enhance Student Motivation and Participation

Abstract: The traditional lecture is a teaching format that offers students few opportunities for interaction turning them into passive listeners of the lecturers’ presentations what negatively impacts on their learning. With audience response systems, that is technology supporting classroom quizzes, breaks that re-activate the students can be introduced into the lecturers’ presentations. This article reports on an audience response system coupled with a social gamification of quizzes based on teams: Each student is assigned to a team and the students’ answers to quizzes contribute to their teams’ success. An immediate overview of responses to quiz questions and the team standings motivates students to participate in the quizzes. The contribution of this article is threefold: First, a team-based social gamification of quizzes aimed at boosting participation in quizzes and attendance at lectures, second, original technological tools supporting the proposed team-based social gamification, and third, an evaluation of the approach demonstrating its effectiveness.

Using a deliberative forum for engaging health system and health plan leaders to prioritize research topics

Abstract: Background: Including stakeholders in the process and outcomes of comparative effectiveness research (CER) can help ensure that research questions are relevant and findings are communicated to individuals who need them for decision-making. Yet limited strategies are available to assist researchers with stakeholder engagement.While health system leaders’ perspectives are increasingly recognized as valuable for CER planning, their inclusion in the stakeholder pool raises challenges due to differences in culture, training, incentives, priorities and language norms. Objective: To convene and evaluate a deliberative forum for engaging health system leaders and other stakeholders in order to shape health system research priorities for the PaTH Clinical Data Research Network, a member of the National Patient-Centered Clinical Research Network (PCORnet). Methods: Breakout sessions and large group deliberation solicited diverse perspectives and explored benefits and challenges of different research questions. Topic reframing, narrative integration and dynamic updating techniques facilitated communication across diverse backgrounds. Participants included 29 health system and health plan leaders, clinicians, clinical researchers and patients from the network’s 6 participating health systems. Main measures were audience response system (ARS) polling on general topic preferences and survey data on measures of engagement and deliberation success. Results: A slate of 10 specific research topics was vetted; after deliberation, the group converged to favor the characterization of high utilizers of healthcare. Audience response polling revealed opinion shifts. Participants reported high levels of satisfaction with the experience and rated it highly for markers of deliberative quality (e.g., opportunity for active participation and adequate discussion, respect for others’ opinions and awareness of different perspectives). Fifty-four percent noted their views on the issues changed. Most participants learned from the experience (93%) and agreed that the process helped them to empathize with the challenges of others (85%). Conclusions: A deliberation forum can incorporate diverse stakeholders into CER, enabling participants to inform and learn from each other’s perspectives while shaping a person-centered research trajectory.

Millennial Student Preference of Audience Response System Technology

Abstract: Previous research studies have found that audience response systems or “clickers” provide significant classroom, learning, and assessment benefits in higher education. However, there are few to no ...

Game-based learning supported by audience response tools: game proposals and preliminary assessment

Abstract: The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, three different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses).

Systematic review of the implementation of audience response systems and their impact on participation and engagement in the education of healthcare professionals

Abstract: Background Audience response system provides a mechanism to engage larger groups as active participants in teaching sessions. However, they are traditionally based on ‘fixed’ closed loop system, which limits their functionality to a single geographical location, thus has the effect of confining their use to universities and other larger institutions, with a primary focus on education. Conversely, in the healthcare education context, the majority of formal education is undertaken through postgraduate training programmes, largely conducted in smaller cohorts in clinical settings. Objective The purpose of this review is to evaluate audience response systems in terms of feasibility of implementation and the impact on participation within the field of education of healthcare professionals, in comparison to the non-healthcare education. Study selection Therefore, systematic structured searches of PubMed and Medline databases for healthcare education were conducted, and Scopus, Education Resources Information Center, British Education Index, Education Abstracts, Education Administration Abstracts and PsycINFO databases for non-healthcare education databases. Findings and conclusions Consistent and fundamental differences were found in the studies evaluating healthcare education compared with other fields, with more difficulties encountered in implementation and a less significant impact on engagement seen. Here we discuss the consequences of these findings on the use of audience response systems and beyond.

Backstage: A Versatile Platform Supporting Learning and Teaching Format Composition

Abstract: Limited interaction and passivity among students are inherent to the traditional lecture teaching format when deployed in large classes. With Backstage, these challenges were tackled by introducing a backchannel coupled with an audience response system into large-class lectures. A backchannel enables students to post questions and answer to questions without the fear of speaking out; an audience response system supports quizzes that help keeping the students' attention. The first version of Backstage focussed exclusively on lectures; an updated version supports a variety of learning and teaching formats that can be conceived by composing core components. Backstage provides a set of generic components that can be combined in order to create different formats ranging from completely asynchronous, to blended learning, to completely synchronous. Additionally, Backstage provides gamification features that go beyond run-of-the-mill solutions as points, badges, and leaderboards and learning analytics. In the demonstration, the main components of Backstage, the collaborative annotation tool, the vertical stream, the audience response system, the gamification, and the learning analytics are introduced and their use demonstrated by means of a variety of learning and teaching formats implemented using the components.

Crossover trial of an audience response system application for smartphone in undergraduate medical students

Abstract: Objectives: Audience response systems (ARS) using dedicated devices have been shown to enhance interactivity, leading to an increase in knowledge acquisition. ARS applications for smartphones are easier to use, but the benefits of these applications might be negated by deleterious effects of smartphone usage on concentration. We investigated whether an ARS smartphone application (Socrative) is feasible and increases student satisfaction and knowledge acquisition. Methods: We performed a crossover study in the setting of a hematology course for second-year medical students. Two hundred and forty nine students were included in the study and analyzed for their access to the ARS application through a smartphone. The same interactive lectures were proposed by the same teachers. The first group (n=119) was asked to answer questions with the ARS application during the first 3 lectures, and without the application during the last 3 lectures; and conversely for the second group (n=130). The analysis of the final results was restricted to 146 students having attended to at least 5 of the 6 lectures and having a smartphone enabling the use of the ARS application. Student opinion was measured through questions based on a Likert scale, and knowledge acquisition was measured at short and long-term through multiple choice questions assessing either the first three lectures or the last three lectures. Results: Most of the students (86%) had a smartphone enabling the use of the application. They were satisfied by the use of the application (93%), and found that it increased both interactivity (92%) and concentration (68%). There was no difference in knowledge scores at short or long term. Conclusion: The use of an ARS application for smartphone is feasible and increases the satisfaction of the students, their concentration and the interactivity of the lectures. However, this does not translate into a measurable increase in knowledge acquisition.