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Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverywhere in a Large-Lecture Classroom

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Computer-Based Learning Models

Tagged Division

Computers in Education

Page Count


Page Numbers

24.988.1 - 24.988.12



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Paper Authors


Wendi M. Kappers Embry-Riddle Aeronautical University Orcid 16x16

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Wendi M. Kappers has a Ph.D. in Instructional Technology from the University of Central Florida (UCF). Her thesis work explored how educational video game effects upon mathematics achievement and motivation scores differed between the sexes. During her tenure at Seminole Community College working as a Tenured Professor and Program Manager of the Network Engineering Program, she was Co-PI for the CSEMS NSF grant that explored collaborative administration and industry mentorship planning used to increase enrollments of woman and minorities with declared majors in the areas of Computer Science (CS), Engineering (E), Mathematics (M), and Science (S). Currently, Dr. Kappers is the fulltime Director of the Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE – W) for Embry-Riddle Aeronautical University. In addition, she holds Adjunct Assistant Professor status in the College of Arts and Sciences, Worldwide Campus, teaching RSCH 202 – Introduction to Research Methods, and in the College of Engineering, Daytona Beach Campus, teaching CS120 – Introduction to Computing in Aviation. Both positions allow her to stay focused upon real-life educational and classroom issues while designing training that explores technology utilization that is based upon structured learning principles and practices. She is an experienced Computer Engineer and Instructional Designer, designing in Blackboard, WebCT, and eCollege, and holds many industry-related certifications including the Microsoft Certified Systems Engineer (MCSE) and Trainer (MCT) certificates.

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Stephanie Cutler Embry-Riddle Aeronautical Univ., Daytona Beach

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Poll Everywhere! Even in the Classroom: An investigation into the impact of using PollEverywhere in a large-lecture classroomAbstract: Over the past several years, there has been a call in higher education to move fromtraditional lecturing to a more active classroom. However, many faculty members face multiplechallenges when attempting to make a large lecture (over 100 students) an active learningenvironment1. One way researchers have suggested engaging a large lecture is through ConceptTests and Peer Instruction2,3, which can require additional resources to be purchased by thestudents, such as electronic response systems or “clickers”4-6. This study will investigate theapplicability of utilizing the free software Polleverywhere, which can be accessed using studentcell phones (Text messages and Twitter) or laptop computers (, as a potentialmethod to improve student engagement by fielding open questions and content specific questionsin a more efficient manner as perceived by students in a large-lecture classroom.The purpose of this study is to investigate the impact of implementing polling software(PollEverywhere) on student engagement in an introductory computer science large lectureclassroom (n = 300-400). The ease of use of this technology can help with the adoption of thisactive learning strategy. Research needs to be done to measure the impact of this software.During the fall semester of 2013, a pilot study is being completed in an introductory computingcourse for non-computer science majors. Attendance at lecture for this course was optional andduring lecture students were regularly asked to use the Polleverywhere software to respond toboth open-ended, reflective questions and multiple-choice, content specific questions. A surveywas distributed online at the beginning of the study to evaluate student opinion of the course andtheir general views of this type of response system. At the end of the semester, students wereagain asked to complete the survey to gauge if using the Polleverywhere software specificallychanged their views on the course or on using response systems in the class. The survey was sentto the entire course, including both students who attended lecture and did not attend lecture.Students’ opinions of the course and Polleverywhere were compared between the two groups ofstudents.This pilot study is currently being conducted, but will have results by the draft deadline inJanuary. A summary of results will be provided in the full paper along with discussion andimplications for research and practice. We are excited to present our finding at the ASEEconference and obtain feedback on possible future work in this area. References1. Felder RM, Brent R. Active learning: An introduction. ASQ Higher Education Brief. 2009;2(4). Prince M, Felder R. The many faces of inductive teaching and learning. Journal of College Science Teaching.2007;36(5):14-20.3. Meltzer DE, Manivannan K. Transforming the lecture-hall environment: The fully interactive physics lecture.American Journal of Physics. 2002;70(6):639-654. doi: 10.1119/1.1463739.4. Crouch C, Mazur E. Peer instruction: Ten years of experience and results. American Journal of Physics.2001;69(9):970-977. doi: 10.1119/1.1374249.5. Greer L, Heaney PJ. Real-time analysis of student comprehension: An assessment of electronic student responsetechnology in an introductory earth science course. Journal of Geoscience Education. 2004;52(4):345.6. Mazur E. Peer instruction: A user’s manual. Englewood Cliffs, NJ: Prentice-Hall; 1997.

Kappers, W. M., & Cutler, S. (2014, June), Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverywhere in a Large-Lecture Classroom Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22921

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