The presentation began with a review of the options made available with the use of StudyMate 2.0, and a review of examples (flash cards, matching, crosswords, fill-in-the-blank, glossary, quiz, and challenge game). Use of this tool offers more elements of interactivity and feedback. Images and other media can be integrated.
The primary motivation for investing development in the StudyMate activities was to get students to participate. Large numbers of students were doing poorly, were not engaged in lectures, and would not come to office hours. If students would not interact with the course content, they would be unlikely to succeed in the course.
The electronic study aids were made available for freshmen to use in 8 sections of a beginning course taught by 5 instructors. A survey was given at the end of the course to determine whether students had used the materials, when they used them, and their perceptions of their value to their learning. Results indicated high use, high ratings for their effectiveness, and use at all hours except 3 am to 6 am and more late at night. Students had a high preference for feedback (96%) with the ESAs and would prefer a Web link with more quality information with the feedback (87%). If ESAs could be loaded on to iPods or other portable players, about 60% would probably download and use them.
There was no comparison to measures of learning outcomes (grades).
Presenter: David Kreller, Georgia Southern University
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