Effect of personal response systems on students' academic performance and perception in online teaching

To minimise the negative impact of the epidemic on education, online teaching was taking off all over the world. In order to improve the interactive effect of online teaching, some scholars have applied personal response systems (PRSs) during the online teaching process. However, there is few experimental studies to validate the effectiveness of PRSs, such as students' performance and perceptions. In the paper, based on the quantitative and qualitative mixed analysis method, which is the best way to gain information of specific experience, 98 sophomores majoring in 'Applied Mathematics' are sampled to test students' academic performance and perception in online teaching using PRSs, e.g., UMU. Some conclusions can be drawn: 1) the experimental group's academic performance was higher than the control group; however, there was no significant difference between them; 2) majority of students have positive perceptions, such as learning motivation (LM), learning engagement (LE) and learning satisfaction (LS) towards PRSs. And there was no significant difference in gender perception. At last, the paper concluded the advantages, disadvantages and suggestions of PRSs used in online teaching. The limitation of research and the direction of future research are discussed.