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Journal of Computing in Higher Education

, Volume 31, Issue 2, pp 340–361 | Cite as

Interactive student response system with iBeacon and web-socket for flipped classroom learning

  • Hung-Hsu TsaiEmail author
  • Chih-Tsan Chang
  • Xin-Yu Hou
  • You-Ming Yong
  • Kuo-Ching Chiou
  • Pao-Ta Yu
Article
  • 67 Downloads

Abstract

The paper proposes an interactive student response portfolio (ISREP) system with iBeacon and web-socket technology, which supports flipped-classroom learning activities in traditional classrooms. The design of the ISREP system aims at promote interactions in classroom learning (CL). It offers APPs and web-interface functions for students and teachers, respectively. Students’ APP can scan iBeacon devices in classrooms and then automatically upload their identification information to the cloud space. Consequently, students’ presence in classroom can be recorded automatically. Moreover, teachers employ another function the system provides to promote high interaction in classroom via displaying questions on the front screen in classroom. Meanwhile, it simultaneously pushes (multicasts) these questions to students’ smartphones via web-socket technology. Subsequently, students send their responses for questions to the cloud space by the APP. During answering questions, the system presents temporary histograms of students’ responses and counting-down statuses of a timer on the screen in classroom. A timer can be synchronized with students’ APP by the web-socket technology. This way can promote students’ interaction and interest and then students enjoy in quiz-like activities. Teachers can quickly get results of students’ responses. A quasi-experiment was conducted in flipped-CL activities of a university class utilizing the system. Observing experimental results, it was found that students, who receive the instruction with the system, improved their interaction, learning interest, learning attitude, and learning satisfaction. Moreover, the proposed system helps teachers quickly obtain students’ learning situation in classroom and then may adjust their instructional approaches or contents.

Keywords

Student response system Flipped classroom Web socket iBeacon Blend learning 

Notes

Acknowledgements

The authors would like to acknowledge the Ministry of Science and Technology of Taiwan for supporting this research under Contract Numbers MOST 105-2511-S-150-003 and MOST 107-2511-H-150-001. The findings and recommendations contained in this article of those of the authors and do not necessarily reflect those of the Ministry of Science and Technology.

Compliance with ethical standards

Conflict of interest

No potential conflict of interest was reported by the authors.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Information ManagementNational Formosa UniversityHuweiTaiwan
  2. 2.Department of Computer Science and Information EngineeringNational Chung Cheng UniversityChiayiTaiwan
  3. 3.Department of FinanceChaoyang University of TechnologyTaichungTaiwan

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