Correlational Analysis of IRS Features and Learning Performance in Synchronous Sessions of an Online Course

  • Benazir QuadirEmail author
  • Nian-Shing Chen
Conference paper
Part of the Lecture Notes in Educational Technology book series (LNET)


This paper investigated the relationships between students’ perceptions toward the features (i.e., feedback, engagement, usability, and satisfaction) of two instant response systems (IRS) and their learning performance in the synchronous sessions of an online course. A survey was conducted for assessing how IRS features are related to learning performance. Two different IRS tools, “Kahoot” and “mQlicker,” were used to conduct meaningful interactive learning activities in the synchronous sessions of an online course. Collected data were analyzed using Pearson Correlation analysis, and it was found that students’ feedback, usability and satisfaction are significantly correlated to learning performance. On the other hand, engagement did not show any significant correlation to learning performance. Discussion and implications of adopting IRS tools are also presented.


Instant response system (IRS) Feedback Engagement Usability Learning satisfaction Learning performance 


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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Department of Information Management, School of BusinessShandong University of TechnologyZiboChina
  2. 2.Department of Applied Foreign LanguagesNational Yunlin University of Science and TechnologyDouliuTaiwan

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