Can Hotseat Improve Student Perceptions of Agentic Engagement in Collegiate Courses?
Abstract
Active learning is a disruptive concept in the field of education as it represents a departure from the traditional transmittal model of lecture that has been typically employed at universities. Universities such as Purdue have made huge investments to incorporate active learning strategies and instructional technologies into its courses. Hotseat is a social-media application developed by Purdue with the aim of allowing students to interact with one another and provide real-time feedback. Student motivation and engagement have been topics of interest for several decades. The concept of agentic engagement however is a relatively new development in the field and deals with students constructively influencing the nature of the instruction that they receive. Agentic engagement has been positively correlated with course-specific achievement and student learning. The goal of this study was to determine if the introduction of the Hotseat application would improve student perceptions of agentic engagement. 41 students from the lab sections of Purdue University’s CNIT 180 course served as research subjects. 23 students responded to surveys from the experiment group that was exposed to Hotseat and 18 students responded to surveys in the control group. The data was analyzed quantitatively using a two-sample T-test at ?=0.05. The results pointed to there not being a significant difference in student perceptions of agentic engagement between the control and experiment groups.
Degree
M.S.
Advisors
Barlow, Purdue University.
Subject Area
Information Technology|Education
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