Audience response

Type of interaction

Audience Response is a type of interaction associated with the use of Audience Response systems to create interactivity between a presenter and their audience. Systems for co located audiences combine wireless hardware with presentation software. Systems for remote audiences may use telephones or web polls for audiences watching through television or the internet. Various names are used for this technology, including real time response, the worm, dial testing, and Audience Response meters. In educational settings, such systems are often called "student response systems" or "personal response systems." The hand held remote control that students use to convey their responses to questions is often called a "clicker." More recent entrants into the market do not require specialized hardware. There are commercial, open source, cloud based tools that allow responses from the audience using a range of personal computing devices such as cell phones, smartphones, and laptops. These types of systems have added new types of functionality as well, such as free text responses that are aggregated into sortable word clouds, as well as the more traditional true/false and multiple choice style questions. This type of system also mitigates some of the concerns articulated below in the "Challenges of Audience Response" section.

Only software or cloud based Audience Response systems can accommodate distributed audiences due to the inconveniences and costs of hardware devices.

There are many benefits with the use of Audience Response systems (ARS). The tendency to answer based on crowd psychology is reduced because unlike hand raising, it is difficult to see which selection others are making. The ARS also allows for faster tabulation of answers for large groups than manual methods. Additionally, many college professors use ARS systems to take attendance or grade answers in large lecture halls, which would be highly time consuming without the system. Audience Response offers many potential benefits to those who use it in group settings. Improves attentiveness: In a study done at four University of Wisconsin campuses (University of Wisconsin–Milwaukee, University of Wisconsin–Eau Claire, University of Wisconsin–Oshkosh, and University of Wisconsin–Whitewater), faculty members and students in courses using clickers were given a survey that assessed their attitudes about clicker use in Fall 2005 and its effect on teaching and learning. Of the 27 faculty members who responded to the survey, 94% either agreed or strongly agreed with the claim, "Clickers increased student engagement in the classroom." The remaining 6% responded that they were neutral about that claim (none of the faculty respondents disagreed or strongly disagreed with the claim). Similarly, 69% of the 2,684 students respondents agreed or strongly agreed with the claim, "Clickers led me to become engaged in class," with only 13% disagreeing or strongly disagreeing with the claim. Increases knowledge retention: In the same University of Wisconsin study, 74% of the faculty respondents agreed or strongly agreed with the claim, "Clickers have been beneficial to my students' learning," with the remaining 26% choosing a "neutral" response (no faculty respondent disagreed or strongly disagreed with the claim.) Similarly, 53% of the student respondents agreed or strongly agreed with the claim, "Clickers have been beneficial to my learning," with only 19% disagreeing or strongly disagreeing with that claim. In a related study, Catherine Crouch and Eric Mazur more directly measured the results of Peer Instruction and "ConcepTests" on student learning and retention of information at the end of a semester. Faculty members using this "Peer Instruction" pedagogical technique present information to students, and then ask the students a question that tests their understanding of a key concept. Students indicate their answer to the instructor using an Audience Response system and then they discuss with their fellow students why they chose a particular answer and explain to one another their underlying thinking. The instructor then asks the question again to see the new student's results. The study authors used scanned forms and hand raising for Audience Response in the initial year of the study and then switched to a computer based Audience Response system in the following years. The "clicker" use was only part of a multi pronged attempt to introduce peer instruction, but overall they found that "the students taught with P[eer] I[instruction] (Spring 2000, N = 155) significantly outperformed the students taught traditionally (Spring 1999, N = 178)" on two standard tests, the "Force Concept Inventory and the Mechanics Baseline Test" and on traditional course exams as well. A Johns Hopkins study on the use of Audience Response systems in Continuing Medical Education (CME) for physicians and other health personnel found no significant difference in knowledge scores between ARS and non ARS participants in a clinical round table trial involving 42 programs across the United States. Polls anonymously: Unlike a show of hands or a raising of cards with letters on them, sending responses by hand held remotes is much more anonymous. Except perhaps for a student (our audience member) who watches what the person next to them submits, the other students (or audience members) can't really see what response their fellow audience members are giving. The software that summarizes the results aggregates the responses, listing what percent of respondents chose a particular answer, but not what individual respondents said. With some Audience Response systems, the software allows you to ask questions in truly anonymous mode, so that the database (or "gradebook") is not even associating answers with individual respondents. Tracks individual responses: The "clickers" that audience members use to send their responses to the receiver (and thus to the presenter's computer) are often registered to a particular user, with some kind of identifying number. When a user sends his/her response, the information is stored in a database (sometimes called the "Gradebook" in academic models of Audience Response systems) associated with each particular number, and presenters have access to that information after the end of the interactive session. Audience Response systems can often be linked to a Learning management system, which increases the ability to keep track of individual student performance in an academic setting. Displays polling results immediately: The Audience Response system includes software that runs on the presenter's computer that records and tabulates the responses by audience members. Generally, once a question has ended (polling from the audience has ceased), the software displays a bar chart indicating what percent of audience members chose the various possible responses. For questions with right/wrong answers, audience members can get immediate feedback about whether they chose the correct answer, since it can be indicated on the bar chart. For survey type polling questions, audience members can see from the summary how many other audience members chose the same response, along with how many audience members (or what percent of the audience) chose different responses. Creates an interactive and fun learning environment: Clickers are in many ways novel devices, so the novelty itself can add interest to the learning environment. More important, though, is the interactive nature of Audience Response systems. Having been asked a particular question about a concept or opinion, students are genuinely interested in seeing the results. They want to learn if they answered the question correctly, and they want to see how their response compares to the responses of their fellow audience members. The increased student engagement cited in the University of Wisconsin study (see footnote 1 below) attests to the ability of Audience Response systems to improve the learning environment. Confirms audience understanding of key points immediately: In the University of Wisconsin study previously cited, faculty members were unanimous in their recognition of this key advantage of Audience Response systems. In other words, 100% of the faculty respondents either agreed or strongly agreed with the claim, "Clickers allowed me to assess student knowledge on a particular concept." Students also recognized this benefit for their own self assessment. Seventy five percent of student respondents agreed or strongly agreed with the claim, "Clickers helped me get instant feedback on what I knew and didn't know." He was one of the pioneers of applied futures studies in the private sector, that is, future studies applied to corporate planning. Through this work he had met Theodore J. (Ted) Gordon of The Futures Group (now part of Palladium International). Gordon had conceived and partially developed). Simmons retired from IBM in January 1972, and soon after he formed a startup company with Gordon, called Applied Futures, Inc., to develop and market the system, which they called the Consensor [connoting consensus + sensor]. Applied Futures was one of the first Audience Response companies. In 1972, while Gordon and his assistant Harold S. (Hal) Becker were still working on development, Applied Futures filed for a patent , which was granted in 1973 with Gordon and Becker as inventors. Another patent, filed in 1974 and granted in 1976 , lists Simmons and James A. Marquis. Sales began in 1974. The Consensor was a system of dials, wires, and three lights: red, yellow, and green. A question was asked verbally and people would turn their dials anywhere from 0 to 10. If the majority agreed, the green lamp would light. If not, either the yellow or red lamp would light, depending on the level of disagreement. Although business was strong for this fledgling company, the command and control management style of the day proved a formidable opponent to this new tool, which promoted consensus building. In his memoir, Simmons describes how junior executive sales prospects tended to like the idea, imagining themselves heroically speaking truth to power (but not paying any price for being a maverick). Their senior executive bosses tended to see the Consensor as "a blatant attempt to impose democratic procedures into a corporate hierarchy that is anything but democratic." One of the early educational uses of an Audience Response system occurred at Rice University. Students in a computer equipped classroom were able to rate how well they understood portions of a lecture, answer multiple choice questions, and answer short essay questions. Results could be tallied and displayed to the class. Audience Response technology has evolved over time, moving away from hardware that required extensive wiring towards hand held wireless devices and small, portable receivers. In the 1980s, the Consensor product line evolved toward peripherals that could be plugged into a PC, and a software application to run thereon.

There are two books that have been written specifically about Audience Response systems by people who are considered experts in the use of Audience Response technology. In 2009, Derek Bruff, a professor at Vanderbilt University, published Teaching with Classroom Response Systems: Creating Active Learning Environments. In 2015, David Campt, a meeting strategist and civic engagement consultant, released Read the Room for Real: How a Simple Technology Creates Better Meetings. This book focused on using Audience Response technology in non academic environments.

The majority of current Audience Response systems use wireless hardware. Two primary technologies exist to transmit data from the keypads to the base stations: infrared (IR) and radio frequency (RF). A few companies also offer Web based software that routes the data over the internet (sometimes in a unified system with IR and RF equipment). Cell phone based systems are also becoming available.

The oldest of these technologies, IR Audience Response systems are better suited for smaller groups. IR uses the same technology as a TV remote, and is therefore the only one of the four technologies that requires line of sight between the keypad and receiver. This works well for a single keypad but can fail due to interference when signals from multiple keypads arrive simultaneously at the receiver. IR systems are typically more affordable than RF systems, but do not provide information back to the keypad.

Audience Response systems can be used as a way of incorporating active learning in a lecture or other classroom type setting, for example by quizzing students, taking a quick survey, or taking attendance. They can be used effectively by students as young as 9 or 10, depending on their maturity level. An educator is able to generate worksheets and let students enter their answer choices at their own pace. After each question, the educator is able to instantly show the results of any quiz, for example in the form of histogram, creating rapid 2 way feedback about how well learners are doing. The fact that students can send responses anonymously means that sensitive topics can be included more readily than would otherwise be the case. An example of this is in helping students to learn about plagiarism. Audience Response systems can also be used in classroom settings to simulate randomized controlled trials (RCT) such as "Live the Trial," a mock RCT used to teach the concepts of clinical research. The mock trial answered the question "Do red smarties make you happier? ".

Ideal for large group environments, RF systems can accommodate hundreds of voters on a single base station. Using some systems, multiple base stations can be linked together in order to handle audiences that number in thousands. Other systems allow over a thousand on just one base. Because the data travels via radio frequency, the participant merely needs to be within range of the base station (300 – 500 feet). Some advanced models can accommodate additional features, such as short word answers, user log in capabilities, and even multi site polling.

Web based Audience Response systems work with the participants' existing computing devices. These include notebook computers, smartphones and PDAs, which are typically connected to the internet via Wi Fi, as well as classroom desktop computers. If the facilitator's computer is also Wi Fi enabled, they can even create their own IP network, allowing a closed system that doesn't depend on a separate base station. The web server resides on or is accessible to the facilitator's computer, letting them control a set of web pages presenting questions. Participants log into the server using web browsers and see the questions with forms to input their responses. The summarized responses are available on a different set of pages, which can be displayed through the projector and also on each participant's device. Internet has also made it possible to gather audience responses in massive scale. Various implementations of the concept exist. For example, Microsoft featured Bing Pulse during the 2013 State of The Union (US) address by President Barack Obama. The system allowed registered users to input their responses (positive, negative, neutral) to the address and visualized the results as a trending graph in real time. Bing Pulse has since been used to cast over 35 million votes during national news broadcasts and other live meetings. Over 10,000 viewers powered the iPowow Viewer Vote which tracked live viewer emotional response for Channel 7 during the 2013 Australian Federal Election debates and displayed as a live "worm" graph on the broadcast screen. For advertising and media research, online "dial testing" using an onscreen scale slider that is controlled by a mouse (or finger swipe on a touchscreen) is being used in conjunction with surveys and online communities to gather continuous feedback on video or audio files.

The familiarity and widespread use of cell phones and text messaging has now given rise to systems that collect SMS responses and display them through a web page. These solutions don't require specialized voting hardware, but they do require telecom hardware (such as a mobile phone) and software along with a web server and tend to be operated by dedicated vendors selling usage. They are typically favored by traveling speaking professionals and large conference halls that don't want to distribute, rent, or purchase proprietary ARS hardware. Computing devices with web browsers can also use these serviceLLs through SMS gateways, if a separate web interface isn't provided. Cell phone enabled response systems, such as SMS Response System, are able to take text inputs from the audience and receive multiple responses to questions per SMS. This allows a new pedagogical approach to teaching and learning, such as the work by Derek Bruff and an initiative on SMSRS. The advantage of using such SMS type of response system is not limited to the logistical advantage of the presenter keeping no device inventory, it comes with an associated range of pedagogical advantages, such as agile learning and peer instruction (as possible with all types of response systems). SMS affords additional educational features like MCQ Reasoning– a feature developed in a SMSRS system in Singapore that allows respondents to tag a reason to their choice of options in an MCQ. This eliminates the potential of "guessing the correct answer" syndrome and text mining of SMS responses (to provide the gist of the messages collectively in a visual map). Interactive SMS Forum is another feature that is proprietary to SMS type response systems where audiences not only post their questions, but can also answer the questions posted by others via SMS.

With increasing penetration of smartphones with permanent internet connections, live Audience Response/voting can be achieved over the HTTP protocol. SMS is still a solid solution because of its penetration and stability, but won't easily allow multi voting support and might cause problem with multi country audiences. The issue with SMS not supporting multi country audiences is projected to be solved with SMS hubbing. In classrooms and conferences with Wi Fi support or anywhere with GPRS coverage, software systems can be used for live audience feedback, mood measurement, or live polling. These systems frequently support voting with both mobile apps as well as mobile browsers. These apps invoke available local area networks (LAN) and provide a charge free and cuts the needs to devoted hardware. With mobile apps and browser enabled voting, there aren't any setup costs for hardware since the audience uses their own phones as voting devices and the result is often presented in any browser controlled by the lecturer. With a standard mobile browser solution, these are click and go solutions without additional installations. Therefore, live audiences can be reached, and smartphone voting can be used–as with SMS–in any number of different locations. With the GPRS solution the audience does not necessary need to be in the same area as the lecturer as with radio frequency, infrared or Bluetooth based response systems.

Audience Response software enables the presenter to collect participant data, display graphical polling results, and export the data to be used in reporting and analysis. Usually, the presenter can create and deliver her entire presentation with the ARS software, either as a stand alone presentation platform or as a plug in to PowerPoint or Keynote.