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CLASSROOM PRESENTATION & INTERACTIVE SYSTEM: USABILITY
AND EFFECTIVENESS
Jinbao Zhang
Beijing Normal University
No. 19 Xinjiekouwai Street, Haidian District, 100875 China
zhangjb@bnu.edu.cn
ABSTRACT
PowerPoint presentations for classroom teaching, has
become routine in the university teaching activities.
However, there are many problems in the presentation of the
application in classroom, for which researchers are
developing a number of solutions. Compared to hardware
solution, PowerPoint-based classroom interactive software
has more advantages, and has strong promotional value. The
key factor for success of software products is really to
provide users with a satisfactory service, enabling users to
adopt a strong will, and get a good use of effects. To this end,
the present research has chosen two certain classroom
interactive software (Microsoft Interactive Classroom and
UW Classroom Presenter), through two pilot programs to
field experience and comparative experiments,
questionnaires and interviews the primary means of user
willingness to adopt these products and the effect of
satisfaction. The results show that teachers and students
after the first exposure of such software have shown a high
adoption intention. They have higher satisfaction for the
basic functions of the software and good reaction. In the end,
the paper also discusses the software problems and the lack
of research.
KEY WORDS
Classroom interactive software, PowerPoint, interactive
pplication ffect
classroom, classroom presenter, adoption intention,
ae
1. Introduction
School was seen to education workplace. Classroom is the
main place for transferring knowledge, and most important
learning support environment. The solution enhanced
classroom is accessible concerned, particularly in the
oriental culture's country. All most everyone in China
confirms the statement of that instruction happened in
classroom is more important than in other place. So the
government and parent wish to have best equipment in the
classroom. In 2009, Chinese government launches
“Classroom to Classroom Net Project” which mainly
focuses on the usage of ICT in classroom. In the National
Long-term Education Reform and Development Plan, ICT
in classroom also has been considerably concerned.
Slides projected as overheads or by computers have
become a conventional and dominant feature of engineering
presentations in academia, business, and professional
societies. PowerPoint is used to make an estimated 20 to 30
million presentations every day and, depending on whose
estimate you choose to accept, has between 250 and 400
million users around the globe(Alley & Neeley, 2005).
Parker(2001) declared that there are great tracts of corporate
America where to appear at a meeting without PowerPoint
would be unwelcome and vaguely pretentious, like wearing
no shoes.
Although many people believe that the PowerPoint
delivers contents with higher efficiency, dynamic effects
and better attractions. However, on the presentation of the
criticism has been going on. The criticism of PowerPoint
and the traditional slide design has surfaced in a variety of
specialized and general readership publications, from the
Harvard Business Review and Wired to the trade journals
Presentations and Successful Meetings and widely read
periodicals such as The New Yorker, The New York Times,
The Chicago Tribune, and the Times of London. There is
also a thriving discourse about PowerPoint on the Web, most
notably the weblogs www.edwardtufte.com and
www.sociablemedia.com. The range of these publications
and the vivid, emotional language used to discuss
PowerPoint reflect the key role that PowerPoint has played
in a cultural shift in the way information is presented.
Stewart（2001）say WHY BAN POWERPOINT? --It's a
monopoly. --It's inescapable.
Yale professor Edward Tufte, a sociologist and
respected expert in the analysis and visual display of
quantitative information, is perhaps the most prominent
academic critic of PowerPoint (2003a–c and 2004). He has
been a vocal proponent of a common theme in the criticism
of PowerPoint: presentation slides that follow Microsoft
PowerPoint’s defaults tend toward reductionism because
they oversimplify and fragment the subject matter. For
instance, in a critique of the investigative report about the
Space Shuttle Columbia disaster, Tufte (2003b) argues that
traditional slides failed to characterize the risk that the
ill-fated Columbia faced from its collision with debris at
lift-off. These criticisms were echoed in a New York Times
article by Wald and Schwartz (2003). In his essay “The
Cognitive Style of PowerPoint,” Tufte (2003a) expands his
criticism of the Columbia slides and challenges the use of
PowerPoint in all engineering presentations. One of Tufte’s
major criticisms is that the default styles of PowerPoint limit
the amount of detail that can reasonably be presented. These
default styles also encourage presenters to use bulleted lists
that create many layers of hierarchy and ultimately obscure
Proceedings of the IASTED International Conference
Technology for Education and Learning (TEL 2011)
October 24 - 25, 2011 Beijing, China
98
DOI: 10.2316/P.2011.750-041
logical connections (or the lack thereof) among facts used to
make an argument.(Alley & Neeley, 2005).
Recently, there are many problems in higher education
quality. In higher education classroom the “Instructor
directed, students responded and Instructor Evaluated”
model is dominated, the teacher is charge of the
conversation(Li Chaoping, 2009). For the reason of limited
space in the classroom, the promotion between instruction
and learning has changed to single direction delivery of
information from teacher to students. Sound interaction in
classroom is a luxury to teachers and students .With the
development of PC, previous high rate behavioral action of
lecture & writing blackboard replaced by lecture &
presentations(Li Chaoping, 2009 ). The problems exiting in
PowerPoint presentation and present higher education
instruction are increasing the deterioration of the quality.
Therefore, we will analysis the problems exiting in
instruction using PowerPoint, explore the classroom
interactive software by experience test, and get the feedback
from the teachers and students by having questionnaires and
surveys, understand the adoption will and the user
satisfactions of using effect, and make sure the possibility of
those software diffusion in higher education.
2. Literature of PowerPoint-based
Instruction Presentations
In spite of the apparent trend toward increasing the usage of
more modem forms of technology in the classroom, the
confluence of technology in the classroom is being debated
within academe (D'angelo, 2007). Active Learning is a
pedagogy that has been shown in general to be a very
effective way to teach. One way to promote Active Learning
is through the use of Classroom Response Systems (CRSs) –
computing systems that allow giving students activities and
electronically collecting the results in class (Craig Prince,
2008).
Craig & Amernic (2006) addresses PowerPoint-based
presentation’s four overlapping issues: whether PowerPoint
led to more effective learning, the impact of PowerPoint had
on the dynamics of classrooms, the important aspects of the
culture that accompanies PowerPoint, and How has
PowerPoint affected orality, visuality and literacy. In
addition, there are other researches about how to effective
design, demonstrate presentation, and add-in solutions for
PowerPoint.
Richard(2001), D’Angelo(2007) explore students'
perceptions of the value that PowerPoint in the classroom.
Results indicated students seem to have mixed reactions to
technology. Students do not always see that technology
benefits their learning. April, Robert & Gavriel ( 2009)
study PowerPoint’s effects on student performance (e.g.,
overall quiz/exam scores) in comparison to lectures based on
overhead projectors, traditional lectures (e.g.,
‘‘chalk-and-talk”), and online lectures. Analyses considered
retention of lecture information presented to students
without the presence of PowerPoint (i.e., traditional lecture),
auditory information in the presence of PowerPoint, and
visual (i.e., graphic and alphanumeric) information
displayed on PowerPoint slides. Data were collected from
62 students via quiz and questionnaire. Students retained
15% less information delivered verbally by the lecturer
during PowerPoint presentations, but they preferred
PowerPoint presentations over traditional presentations.
Results of the present study indicated that students who
attended either one of the lecture presentations (PowerPoint
or traditional) performed better than those who did not
attend. Uses of PowerPoint, web cast, and pod cast have
increased in university lectures to encourage student
attendance and exposure to lecture material. However, the
ease of preparation and distribution of information digitally
does not always translate into enhanced student performance.
The advantages and disadvantages have to be identified for
proper use of educational technologies. No one delivery
style is optimal for all content and contexts. Therefore, the
blind use of a particular presentation type for all course
material is not advised.
For those results, someone analysis that many teachers
spend mainly time on producing PowerPoint presentation,
and simply repeat the content in the classroom. On the issue
of students' unprepared questions, teacher lacks of sufficient
preparations. Without the help of traditional teaching media,
teacher is difficult to give students satisfied with the
response. In addition, teachers are different in familiarity
with computer, Mastery Educational Concept and
Teaching Methods. making the Multimedia Teaching
Design(Long Minmin, 2009).On the design of PowerPoint
presentation background, layout, color, font, and media,
teachers should consider some aesthetic principles, fully
considering the relationship between content and form,
enable students always maintain adequate interest in the
learning process.
The students reflected some teachers pay no attention
to emotional exchanges with the students, while staring at
the computer screen and clicking the mouse. The students
are tired of listening to the speech, with fast turning slide in
the dull atmosphere, hard-to-taking note, and forgetting
quickly.
This shows that it is very necessary and urgent to
improve the function of PowerPoint, and increase the level
of classroom interaction.
3. PowerPoint-based Interactive Software
Solution
As the enhanced solution based on Microsoft PowerPoint,
there are many state-of-art classroom feedback systems,
such as Audience Response Systems, Voting Machines,
Wireless Keypad Response Systems, Classroom
Communication Systems, Electronic Response Systems, LG
Hui Joint Display Group, Microsoft Mouse Mischief, etc.
(Zhang Jinbao, 2010). Most of these systems require new
hardware integrating into classroom instruction system.
While with the development of Multi-touch technology,
Tablet PC, electronic whiteboard are gradually introduced
into classroom, and find favors in more and more education
institutes’ eyes. So that verity kinds of computer system
enter into classroom. Every student will be having at least
99
one device. How to effective management and promote
interaction between teachers and students, especially how to
take notes in class, have tests, exchange information, how to
attract students attention and how to effective deliver
teaching content, have become the focus of attention. Those
more rely on the well - designed software systems.
No matter whether the solution mainly is hardware or
software, their core technology are Client-Server mode. In
the Server terminal, the teacher can push the teacher’s
contents to student, such as instruction slides, images,
documents, digital handwriting inks or tests. In the Client
terminal students can browse the contents, take notes, ask
the questions by text charting. As for the high market rate of
Microsoft PowerPoint, the extensive solution based on
PowerPoint attracts the gaze of people. For example,
Classroom 2000 (Gregory, et al,1998), BIRD Note-Taking
System (Evan Golub, 2003), Electronic Whiteboard (Berque,
et al, 2004), UW Classroom Presenter (Anderson, 2007),
Microsoft Interactive Classroom (Chris Moffatt, 2009),and
etc. Especiall, the last two solutions are in the limelight.
Although, those classroom interactive software have
different features, but there are many common
characteristics, such as they can allow the teacher add notes
on the PowerPoint slides, the student can also receive
immediately and take notes synchronize, the teacher have
private area which allow the teacher browse the content or
write something. The public area display is for every student.
The teacher can control the broadcasting speed in the public
area; the student can make determination weather
synchronize teachers’ content.
UW Classroom Presenter was a Tablet-PC interaction
system developed by University of Washington, USA, and
supported by Microsoft Academic. When used as a
presentation tool, Classroom Presenter allows the
integration of digital ink and electronica slides, making it
possible to combine the advantages of whiteboard style and
slide based presentation. The ability to link the instructor
and student devices, and to send information back and forth
provides a mechanism for introducing active learning into
the classroom and creates additional feedback channels.
Classroom Presenter 3.1 is available as of August 16, 2008.
Classroom Presenter 3 is now integrated with ConferenceXP
4.1 which is a research platform that provides simple,
flexible, and extensible conferencing and collaboration
using high-bandwidth networks and the advanced
multimedia capabilities of Microsoft Windows (Richard
Anderson, 2009).
One of the original intentions of developing Microsoft
Interactive Classroom is to Build on the pervasive use of
PowerPoint by educators, invest in experiences that make
OneNote relevant to students and take advantage of
technology increasingly found in the classroom – interactive
whiteboards, laptops, clickers, cell phones (Chris Moffatt,
2009).
Microsoft Interactive Classroom 2.0 get 4 Stars
SoftSea Rating, Microsoft Interactive Classroom enhances
classroom presentations by increasing student participation,
helping teachers assess student comprehension, and
enabling students to individuate the information presented.
With Microsoft Interactive Classroom, students participate
like never before while staying up-to-speed on instructor
notes. It gives educators the power to add in-class polling
and to share lessons over a wireless network. If a teacher
updates a presentation, students capture the notes in
real-time via Microsoft OneNote. Microsoft Interactive
Classroom helps interaction and collaboration between
educators and students by enabling the creation of classroom
polls using PowerPoint, and sharing content with students
using OneNote. Educators can insert a multiple choice,
yes/no, or true/false polling questions to lessons using
PowerPoint. Students who have laptops running Microsoft
Windows and OneNote receive the polling questions and
teacher annotations in real-time within their OneNote
Notebook. In addition, students can add their own notes to
the slides using the features provided in OneNote. They can
also respond in real-time to the questions during the lesson.
Students without laptops can participate in polls using
hardware clickers. This gives educators real time feedback
on how well their students are grasping their lessons.
Degrees in influencing the adoption of the software and
hardware have a significant difference. Compared to
hardware solutions, software solutions cost and use has
significant advantages, which are considered more possible
to promote and popularize. In addition to marketing
channels, pricing, advertising, brand and other factors that
affect software adoption, the software
performance(functionality, reliability, maintainability,
service life, etc.) and quality of service (product appearance,
comfort, human-computer interaction of after-sales service,
etc.) are the two key factors which make the software
continued to be used by the customer. Among them, the
impact of the quality of services is even more than the
performance quality. （Zhang Yancong，2006）Therefore,
the research and development of high quality software, and
provides a high level of service is the key for a software
solution to success.
4. Research Design
Choice for the college classroom required for proper
installation and configuration of educational software is to
promote the quality of university education and university
education reform. For ordinary users and students, who
usually have less access to classroom interaction
software ,so their first exposure to the software reflect the
reference value of it.
Therefore, this study takes Interactive Classroom (IC)
and Classroom Presenter (CP) as examples. And to discuss
whether the function of voting and noting synchronized
with the teacher’s Power point Presentation can allow
students and faculty good integration into the classroom,
and investigate the adoption intention and user experience
in college.
4.1 Research Content
This study used experimental method and research method.
Due to the limitation of experimental conditions, this study
has not been using a certain software, but take respectively
100
Interactive Classroom (referred to as IC) and the UW
Classroom Presenter (referred to as CP) as examples, study
the adoption intention and application effect to the
interaction of students.
The study is divided into two parts:
(1) The study on IC is to investigate the adoption
intention, the purpose of the experiment are verifying the
availability ,functions and needs and functional
completeness of IC.
(2) The study on CP is to investigate the application
effect of classroom interaction software. Experiments
mainly through direct use of PowerPoint in the classroom
lectures and presentations in class using the CP compared to
the whole process of teaching observation and recording
carried out to determine the behavioral responses of students
and get feedback through questionnaires to understand the
students after using these tools only the difference between
PowerPoint presentation to determine whether the use of CP
to increase the convenience of the students taking notes and
the effectiveness of teacher-student interaction.
This study is designed to test whether the two software
can promote classroom interaction, meanwhile whether it
can help students to better record and organize notes and the
adoption attention.
4.2 Research Process
4.2.1 Research Process of Adoption Intention of IC
Experimental Study of IC is adopted by the Asian Development
Group and Microsoft Interactive Classroom for Office2010
development team in cooperation. Experiment is organized by
Microsoft staff organization, respectively, using separate
networks and experiment with Beijing Normal University
campus network, a total of 31 people participate in the
experiment, who are Educational Technology. 23 of who are
graduate students, 6 PhD students, 2 visiting scholars. By
under guidance, at the campus network environment and
wireless networks to use IC, researchers collects student
reactions on software operation, performance, efficiency,
effectiveness and others to investigate the demand for IC of
students, data collection using questionnaires and group
interviews.
Users of this experiment are in use throughout IC to
interact with teachers. First Microsoft experts introduce IC
R & D background and main features then experiment and
the collective interview. Finally, collect feedback through
completed questionnaires. Specific steps are as follows:
1) In an independent network environment, the
Microsoft staff through a PowerPoint presentation describes
the development of IC background and basic functions,
students and teachers participating in the experiment to use
the software features.
2) In the campus network environment, the tested use IC
of the vote, notes and other functions.
3) The researchers collect the experimental comments
and questions by group interview.
4) The tested completed the questionnaire, the
researchers gather more feedback.
4.2.2 Application Effect of CP in Contrast
Experiment
Comparative experiment of CP applications is carried out
in class of multi-media technology of undergraduates of
Beijing Normal University. A total of 36 people participate
in the experiment. Of which there are 32 valid
questionnaires, in which 15 boys and 17girls. The
questionnaire investigate the situation mainly from the
overall impression, taking notes and teachers and students
interact with aspects of the situation.
In this experiment, teaching media as independent
variables, divide classroom into using only the PowerPoint
presentation software and classroom supported by CP,
student learning and classroom behavior as the dependent
variable. The first and the second phase of the experiment,
the teacher teaches the same material and there are a
true-or-false and a multiple-choice question for students to
answer in both two phases.
1) The first phase. Teacher explain the knowledge to
students through the PPT, and ask question (a multiple
choice and a true-or-false question) in the process,
researcher observe and record student behavior and
performance.
2) Students download and install the software under the
guidance of teacher, and take a rest.
3) The second phase, the teacher explain knowledge to
students through the CP software, and ask question (a
multiple choice and a true-or-false question) in the process,
researcher observe and record student behavior and
performance.
4) The distribution of the questionnaire. Experiment
questionnaire are issued to the students to collect student
feedback.
5) Questionnaires. Researcher collects questionnaires
and thanks. End of the experiment.
5. Data Analysis
5.1 The ata of doption ntention DA I
According to satisfaction surveys, most people are relatively
satisfied with the overall impression, operating convenience,
interaction, interface style and speed of IC. In the
experiment, the use of independent networks is more likely
to join; the use of the campus network, due to network
problems, the impact speed is limited.
Because IC is based on the OneNote software, so the
study also investigated the cognitive study of OneNote.
Before this trial, many people is not very familiar to
OneNote, some only heard but unused it. After using the IC,
when asked whether it will promote the use of OneNote,
65% of people think it will, that may be 32%. This shows
that the software aroused our interest.
All the activities involved in this study have reflected
teachers have to understand the needs of their own problems,
but usually only 7% of students in the class immediately
made to the teachers. Traditional teaching mode, the
problem cannot be sent to teachers is why it is so hard to
resolve this situation. Through the trial of IC, those
101
surveyed consider that this problem can be significantly
improved.
In the investigation of ways to taking notes, it shows
that they not only record in the traditional way of notebook
paper, but also have the habit of taking notes by computer.
Taking notes in the aggregate common software, found that
students tend to use the software, including Word, Notepad,
Outlook, sound recordings, recorded video, mind maps in
many ways. Thus, in review of electronic notes, it is usually
confusion and arbitrary.
For the need of the classroom lectures and notes for
sharing, most people (60%) have expressed the need. This
shows that there are students need to communicate.
Regrettably, however, the current IC do not have this
feature.
Students also give a lot of suggestions. For example, a
separate area proposed to set the notes to avoid
inconvenience to teachers, taking notes on the control switch
problem; proposal to increase the time to send notes to
teachers and issues of function; increase in addition to other
types of multiple-choice questions; increase in bulk Notes
Save function; increase discussion among students through
the network function; increase in the operating record of the
process of teacher functions, and so on.
We can draw the following conclusions:
1) The software is better interactive features,
convenient compact, high student satisfaction, that such
software can facilitate interaction and more practical;
2) The paper notes is difficult to re-organize, easy
access to the students, students expect to record electronic
notes;
3) Answer questions anonymously can increase the
number of students to answer questions which can help
teachers collect student feedback;
4) Most students want teachers to know there are
problems, but the traditional model and difficult to take care
of the needs of each student, using interactive software can
improve such situations;
5) Students hope to communicate with the students
through the network;
6) PowerPoint control the behavior of teachers,
students will take notes and sometimes inconvenient.
5.2 Teaching Effectiveness Data
Through observing the actual classroom using of CP, we
collect the statistical data listed in Table 1. Obviously, the
students listen carefully after using the CP significantly
increased the number of people.
Table 1 CP est tudent erformance tatistics . T S P S
Stage
Behavior
not use CP in class
using the CP in class
Number
Percentage
Number
Percentage
Listened to the
lectures 3 8% 16 42.1%
More normal
2 5% 20 52.6%
Do their things
33
87%
2
5.3%
Answer
multiple-choice
questions
1
2.6%
35
92.1%
Answer True
or false answer 15 39.5% 31 81.6%
From a practical aspect on the questions, in the first
phase of answering multiple choice question, only 1 (2.6%)
raised their hands, and the answer is wrong, in true-or-false
question, there were 15 (39.5%) in answer to, 5 of 10 are
wrong. In the second phase, the teacher asked
multiple-choice questions, there were 35 (92.1%)
participated, 12of 23 are wrong, in true-or-false question,
there are 31 (81.6%) participated, 13 of 18 are wrong.
Number of participants has increased significantly.
In the first phase, teachers only use PowerPoint to
explain, 90% of the students do their things; mainly QQ
chatting, watching videos, reading comic books , browsing
the web, playing games, talking, sleeping, etc.; in the second
stage, most people participate in classroom activities,
Figure 1 CP satisfaction survey results ..
102
interaction with teachers, only a small number of students
browsing pages. The number of people taking notes has
increased.
It can be seen in the CP software, student has increased
enthusiasm to participate for learning, while the number of
people involved in answering questions and taking notes
have also increased.
From feedback from the questionnaire, students agreed
that the CP software interesting and useful, simple and
convenient which can promote the interaction and
communication between teachers and students, and can be
easily downloaded for after-school learning.
The figure shows, the overall impression of the students
on the CP, operating convenience, interact, interface style,
and the feelings are fuller of notes. This shows that CP
students that meet the cognitive interactive software to
increase the students passion for learning.
When asked about the manner of taking notes, 25
people (78.13%) have a choice recorded in the notebook
paper, but asked whether the habit of finishing note, only 5
or 20% of people will always finishing; have 26 people,
81.25% of people only occasionally organize notes,
moreover, there is a person never made notes.
It can be seen, even if many people remember the paper
notes, but also rarely finishing. Paper notes do not like word
documents, audio, video files, as drastic changes, while the
poor reusability is likely the important reasons that students
do not often organize notes.
Where in the CP notes with the mouse and keyboard feel,
more than half of the students expressed satisfaction with the
attitude of others remained neutral.
When asked if he ever hope to CP or similar software
is often used when more than 90% of students indicated
support for that student notes for non-paper recording a
certain interest.
According to the experimental observations shows
that the behavior of middle school students, the students
raised their hands to answer questions, a network ballot
substantial increase in the number of students when
answering the questionnaire, most students tend to
Anonymous way to answer questions, therefore, CP
software to receive feedback from students to teachers to
change their teaching strategies are of great help.
Students have problems in class, most students (60%)
wanted teachers to know and live in the following answer
penetration of lectures, but if there are problems ,they all
raise their hands each class will be very easy to fall into
confusion, and because students generally do not like to
raise hand so far from reality. Therefore, the previous class,
teachers often tell their own pace, collecting less than the
problems of students, but in the interactive software,
students can send messages to teachers, transmission
problems, so that teachers would be better.
In addition, some students thought that CP software also
has some implemented features; the process of teacher
lectures cannot be recorded. More than 80% of people like
to communicate with the students findings. These problems
may be improved in the future.
Through interviews with instructors, researchers found
that teachers in basic recognition of the software. He said:
1) The use of PowerPoint presentations facilitates the
liberation of secondary education teachers greatly. Using
PowerPoint software to teach, teachers have become
accustomed to the way. PowerPoint presentation has a rich
variety of media forms: teaching capacity expansion,
teacher-paced, teacher-based instruction for mode. But use
the PowerPoint presentation to teach, many teachers
over-emphasize aspects of courseware, thus ignore the
teaching activity design. Students are often difficult to take
notes on the teaching content of the memory is not profound,
not to provide students the space to think and question, not
smooth teaching effectiveness, classroom teachers, teaching
often becomes a person performing the process, students can
feedback to teachers questions teachers cannot effectively
obtain feedback from students.
2) Teachers think that CP software will lead teachers to
focus the writing on the blackboard in the teaching process
(handwriting, keyboard input, etc.), question and test can be
seen if their questions use other links. Support Active
Learning test, difficult issue to control, whiteboard, and
other functions are better, but there are still areas for
improvement: If not for the process of teaching students to
design the evaluation function, not design student account,
there is no record of student scores, statistics and analysis
functions; does not support the PowerPoint animation
features, the process of teaching different types of
documents, such as white board, testing, student problems
and so on.
3) Teachers think that because the reasons for using the
PowerPoint presentation, students are usually passive
acceptance, it is difficult to digest course content. Teachers
usually want to get feedback, just ask "follow me", the
classroom interaction and effective implementation more
difficult.
4) Teachers think that in the teaching process, teachers
added a lot of writing on the blackboard, and stressed a lot of
knowledge; these PowerPoint presentations are not reflected.
So if someone do not take notes in class, just want to copy
after-school is not desirable. The CP software just can solve
this problem.
6. Conclusion
6.1 Using Intention
Those two experiments show that the students using the
interactive software have higher satisfaction; their intentions
of use are also strong. The software’s function of real-time
dynamic pushing content allow students to add notes and
improve the students' passion for learning so that students
pay more attention to the learning process.
6.2 Software Effects
It can be seen from the experiment, although the interactive
classroom software has some problems to be solved, but the
overall effect is user friendly. Most of the students and
teachers are satisfied with the results.
103
The software can promote interesting and useful
interaction; increase the students' passion for learning so
that students have the better concentration; students have
higher expectations to take electronic notes. And answering
questions anonymously can increase the number of students
to answer. Most students want teachers to know their
confusions, but in the traditional model, the teachers are
difficult to take care of all students’ needs. Use of this
software can improve the situation; quiz can be inserted at
any time, which will help teachers assess the classroom’s
effect.
7. Discussion
7.1 Shortcomings of oftware S
According to feedback from students and teachers, the
researchers also found that there are shortcomings in the
software. For example, it is inconvenience that teachers
control the switch of taking notes; there is no fixed format of
electronic notes; the PowerPoint presentation as a picture
sent to student’s client cannot be copied; notes cannot be
stored in batches, etc.
The teachers think that the ideal teaching environment
should be able to support complex classroom teaching, such
as teachers can achieve the implementation of
synchronization based on any electronic interactive teaching
materials, pushing teaching information to the students with
a display terminal, distributing classroom tests, collecting
student questions, answers, learning satisfaction data,
supporting multi-mouse, multiple voting and multi-touch
screen operation.
7.2 Shortcomings of Research
In this study, due to various constraints and limits, there
are some issues still needed to be overcome in the future
research. Specific issues include:
1) Due to various constraints, students in one college,
cannot represent the variety of all students;
2) Students may be worried that the questionnaire was
recorded cases, there is nobody answer dissatisfied, very
dissatisfied, do not want to or really do not want;
3) The guidance of teachers may lead the students’
feeling and impression on the software from the beginning;
4) The freshmen as tested students do not represent the
situation in all grades;
As technology continues to improve, the software will
continue to improve. In the near future, the software will
meet the various needs of teachers and students to achieve
truly individualized teaching, teacher-student interactions.
The teaching efficiency will be improved.
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