Bakrania, S. (2012, June), Getting Students Involved in a Classroom with an iPhone App  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21426

\bibitem{asee_peer_21426}
  Bakrania, S. (2012, June), \emph{Getting Students Involved in a Classroom with an iPhone App}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21426

Smitesh Bakrania.  "Getting Students Involved in a Classroom with an iPhone App".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21426 Internet.  21 Dec, 2024

\bibitem{asee_peer_21426}
  Smitesh Bakrania.
  "Getting Students Involved in a Classroom with an iPhone App".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21426 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_21426
author = "Smitesh Bakrania"
title = "Getting Students Involved in a Classroom with an iPhone App"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21426}
number = {10.18260/1-2--21426}
}

TY  - CPAPER
AB  -           Getting Students Involved in a Classroom with an iPhone AppA common approach to assess comprehension during lecturing is to regularly interrupt thelectures with questions addressed to the audience. In its basic form, the questions are open foranyone to respond and are often answered by the selected few who are inherently able to respond- a situation that naturally leads to a false generalization of learning in progress. A betterapproach involves randomly selecting a student to answer the questions or using a classroomresponse system to gain feedback from the whole class. The later typically requiring morepreparation from instructors while questions are limited to true/false and multiple choice formats.For random selection, instructors often rely on ‘picking-out-of-a-hat’ method which like theclassroom response system has the added benefit of keeping the class attentive. To automate thisactivity an Apple iOS App, called Pikme, was developed that can be operated on an iPhone or aniPod Touch devices for instructional use. Pikme was designed to allow instructors to randomlyselect a student from the class and be able to quickly assess their response for latter evaluation.The app enables instructors to generate a photo-roster that can be shuffled through by shaking thedevice. This approach was utilized in two different courses on regular basis to gaugeunderstanding and simultaneously improve class participation. The paper highlights the featuresof Pikme, presents the key outcomes of this implementation from the instructor’s perspective,and discusses a survey of student responses to the use of such a technology in classrooms.Overall the students felt the app provided an opportunity for everyone to contribute and as aresult improved their comfort towards voluntary class participation.
AU  - Smitesh Bakrania
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Getting Students Involved in a Classroom with an iPhone App
UR  - https://peer.asee.org/21426
DO  - 10.18260/1-2--21426
ER  -