In recent years, the use of student response systems (SRS, also known as clickers) in the classroom setting has increased considerably, and researchers have developed a growing interest in their effect on learning and student engagement. This review analyses trends in SRS research by providing a brief history of SRS technology and usage as well as a detailed review of research in this field. In addition, this review focuses on the pedagogical implications of SRSs for education and analyses common criticisms of this emerging educational technology. Finally, research identifying common trends in SRS development is compiled and areas for future research are identified. The outcome of this leads to an understanding of best practices for this technology in a university setting.

This study aimed to investigate how the use of a smartphone clicker app by a group of 390 Saudi Arabian male undergraduate students would impact their learning performance while participating in a computer science class. The smartphone clicker app was used by the students during peer group discussions and to respond to teacher questions. A conceptual framework identified teacher-student and student-student interactions, collaborative learning, and student engagement as three primary practices that could improve student performance when a smartphone clicker app was used. The relationships between these factors were tested empirically by participant completion of a self-administered online survey. This study found the use of a smartphone clicker app promoted increased teacher-student and student-student interactivity, leading to active collaboration learning by students and improved learning performance. No positive relationship was found between the smartphone clicker app use and increased student engagement. These results demonstrated the role of the smartphone clicker app in enhancing the learning experience of the Saudi undergraduate students included in this study, but not the overall student engagement. Further research into how use of a smartphone clicker app in classroom settings might promote student engagement to improve the overall learning performance is needed.

When monitoring an animal’s welfare, it helps to have comprehensive and day-to-day information about the animal’s life. The goal is to ensure that animal guardians (carers, keepers, and owners) use such information to act in the animals’ best interests. This article introduces the Mellorater, an animal welfare monitoring app based on the 2020 Five Domains Model. This framework provides a means of capturing comprehensive information about the world in which individual animals exist. The Mellorater asks animal guardians to rate their agreement with 18 statements covering any focal animal’s nutrition, environment, health, and behavioural interactions using a five-point Likert scale. No specialist training is required other than following straightforward instructions on using the app, which are provided. The Mellorater is not proposed as a validated welfare auditing tool because it relies on reflective self-reporting and, thus, is vulnerable to the user’s subjectivity. If users’ subjectivity is stable over time, then the longitudinal data may be considered useful proxies for trends in quality of life. That said, it has the potential to be used by trained auditors if scientifically validated, species-specific indicators are applied. The Mellorater collects anonymous data and has been approved for a study to explore how the use of such scales may differ among guardians of different species and in different contexts. In this paper, we conduct the following: (1) summarise the app’s purposes; (2) clarify its capabilities and limitations; and (3) invite animal welfare scholars, veterinarians, health and welfare professionals, and animal guardians to use it.

One of the challenges of global software engineering courses is to bring the practices and experience of large geographically distributed teams into the local and time-limited environment of a classroom. Over the last 6 years, an on-campus studio course for software engineering has been developed at the University of Queensland (UQ) that places small teams of students on different features of a common product. This creates two layers of collaboration, as students work within their teams on individual features, and the teams must interoperate with many other teams on the common product. The class uses continuous integration practices and predominantly asynchronous communication channels (Slack and GitHub) to facilitate this collaboration. The original goal of this design was to ensure that students would authentically experience issues associated with realistically sized software projects, and learn to apply appropriate software engineering and collaboration practices to overcome them, in a course without significant extra staffing. Data from the development logs showed that most commits take place outside synchronous class hours, and the project operates as a temporally distributed team even though the students are geographically co-located. Since 2015, a course adapted from this format has also been taught at the University of New England (UNE), an Australian regional university that is also a longstanding provider of distance education. In this course, most students study online, and the class has to be able to work globally, because as well as students taking part from around Australia, there are also typically a small number of students taking part from overseas. Transferring the course to a smaller but predominantly online institution has allowed us to evaluate the distributed nature of the course, by considering what aspects of the course needed to change to support students who are geographically distributed, and comparing how the two cohorts behave. This has produced an overall course design, to teach professional distributed software engineering practices, that is adaptable from large classes to small, and from local to global.