Murshed, R. (2025, April), Integration of Interactive Technology to Promote Active Learning in the Classroom  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55179

\bibitem{asee_peer_55179}
  Murshed, R. (2025, April), \emph{Integration of Interactive Technology to Promote Active Learning in the Classroom}
  Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California.
  10.18260/1-2--55179

Rubaiya Murshed.  "Integration of Interactive Technology to Promote Active Learning in the Classroom".  2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April.  ASEE Conferences, 2025.  https://peer.asee.org/55179 Internet.  19 Jul, 2025

\bibitem{asee_peer_55179}
  Rubaiya Murshed.
  "Integration of Interactive Technology to Promote Active Learning in the Classroom".
  \emph{2025 ASEE PSW Conference, California Polytechnic University, California, 2025, April}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55179 Internet.  19 Jul, 2025

@INPROCEEDINGS{asee_peer_55179
author = "Rubaiya Murshed"
title = "Integration of Interactive Technology to Promote Active Learning in the Classroom"
booktitle = "2025 ASEE PSW Conference"
year = "2025"
month = "April"
address = "California Polytechnic University, California"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55179}
number = {10.18260/1-2--55179}
}

TY  - CPAPER
AB  - This abstract is submitted to present (no full paper) the outcomes of an instructional initiative that highlights compelling teaching techniques with the integration of a web-based technology tool, ‘Nearpod’, in undergraduate-level, non-coding course ‘Engineering Thermodynamics’. This course integrates engineering concepts with quantitative numerical problems. The tool was implemented across two sections, involving a total of 72 students. 
An interactive classroom  is crucial in fostering autonomy and a dynamic learning environment. It can promote an entrepreneurial mindset, sparking students’ curiosity about the subject matter, eventually encouraging a self-directed and independent approach to achieving success in the course.
Nearpod provides a range of learning activities, such as polling questions, quiz, open-ended question, collaborative board, etc. Instructors can upload PowerPoint and PDF slides to the software and seamlessly integrate interactive elements into their lectures. Students access the lecture and the activity questions and submit their answers using their own devices connected to the internet.
In this study, traditional PowerPoint lectures are employed in the classroom because their built-in animation features are not available in Nearpod. During class, interactive activity questions integrated into Nearpod are projected to obtain responses from the students. Additionally, these Nearpod activities are made available to the students as post-lecture resources in a student-paced version, along with traditional PDF materials. Thereby, this study integrates Nearpod both as in-class learning activity and post-lecture resource, creating a comprehensive learning approach.
The first objective of this study is to engage students in classroom discussions through in-class activities. The second objective is to develop a deeper understanding of student perspectives and tailor the instructional delivery accordingly. The third objective is to foster knowledge retention by utilizing Nearpod activities as a post-lecture resource. Overall, this study aims to evaluate the efficacy of Nearpod in building collaborative and sustained learning process to maximize student success.
The first and second objectives are met when students reflect on class topics by responding to the activity questions and receive formative feedback from the instructor. The ‘poll’ activity displays the percentage of students selecting correct and incorrect answers, helping students understand their standing in the course and motivating them to improve. The ‘collaborative board’ activity enables students to view diverse responses from their peers, providing them a broader perspective of problem-solving technique. Additionally, the instructor can identify learning gaps among students and refine the communication techniques to convey concepts more effectively. The third objective is met when students attempt the Nearpod activities over again at their own pace and continue practicing as often as they want until any graded assignment. 
The student-reported outcomes include the effectiveness of Nearpod as a tool for practicing and enhancing educational experience. Student feedback was collected through both mid-semester and end-of-semester surveys using Likert scale data. The instructor-reported outcomes highlight the potential use of Nearpod to improve communication and presentation clarity. The final presentation will detail the method of designing questions using various activity formats available in Nearpod, examples of class activities and the tool’s effectiveness based on student-feedback. The statistical analysis of the Likert scale data indicates that, on average, 90% of students who participated in the survey agree that Nearpod enhances their learning process, fosters classroom engagement, and positively impacts knowledge retention.
AU  - Rubaiya Murshed
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - Integration of Interactive Technology to Promote Active Learning in the Classroom
UR  - https://peer.asee.org/55179
DO  - 10.18260/1-2--55179
ER  -