active session in which the teacher can organize activities
such as quiz, surveys, etc. This online tool assigns a room
number to the session which is displayed on the top of
screen. The students are required to sign in through a student
login to gain access to the session and need to enter the room
number which is shared by the teacher. During the session,
the teacher’s screen with final output (statistics and results)
was displayed on the projector screen, while students participated in these activities from their mobile devices. Instant
display of student results that were dynamic made the session livelier. These results were also saved for later referral
(Dakka 2015). This online tool comes in a free version as
well as a pro version. In this study, to appraise students’
knowledge, only the free version was used since it adequately served the purpose.
2.2 Kahoot
This is another interesting and very interactive tool. It is
simple to use, yet it’s very effective for basic quiz-based
exercises during class sessions. In some of the sessions,
Kahoot was used for brainstorming (Carolyn and Julia
2017). Again, there are two modes of operation in Kahoot,
similar to Socrative. In this study, the educator has created a
quiz with some revision questions about the previous class.
And before starting the present class, the revision exercise
was completed. Students had installed Kahoot on their
mobile devices, since it is a free tool available for all platforms. This tool is very light and does not need a lot of
memory. Like Socrative, the teacher’s screen was displayed
on the projector and the moment students joined the session
(with the session code), their names started displaying on the
projector screen. Once all students joined the session, the
faculty initiated the quiz, and after each question they were
able to see the result, as well as whether they answered it
correctly. The results of the quiz can be saved for later
referral. The quiz designed here did not contain many
questions and the teacher made sure that this exercise ends
within the first 10–15 min of the session. The only issue
with this tool is that any student can join the session
anonymously as they can login to the session by typing any
name of their choice.
2.3 SurveyMonkey
SurveyMonkey is one of the most famous online tools,
which is generally used for conducting surveys. It comes in a
paid version as well as a free version. The paid version is
being used by many organizations for various purposes
(Retta and Donna 2009). This online tool is used for the
revision exercise apart from collecting feedback at the end of
a few sessions. The best part of this tool is that the outcome
can be obtained in a visual format, in terms of graphs and
charts, which makes the final assessment process very easy
to analyze. In the current study, SurveyMonkey was used to
collect students’ feedback on instructional resources, flipped
classroom activities, and online interactive tools.
2.4 Vizia
This is one of the most creative online tools which have put
an end to the passive viewing of videos. The video-based
lecture materials which are initially uploaded online and the
reference materials from YouTube can be fetched through
Vizia. Here the video can be stopped at any interval and a
small cognitive quiz component can be inserted just to
ensure that understanding of the topic has been taken place
(University of Sussex 2018). Some of the videos were also
shared through Vizia. Students were required to access these
videos through Vizia website directly by the link shared by
the educator. While viewing these videos, they were
prompted for a couple of quiz-based questions every few
minutes. They were not able to move further unless they
attempted those questions. This online tool smartly tracks
the record of the view history of students, means, how much
video they have watched and how many questions they have
answered correctly. Later, the entire dataset can be viewed in
summary format and accordingly the educator can plan for
the next activity in the class. In some cases, most of the
students had failed to provide a correct answer to certain
questions. In such situations, educators’ intervention was
required in terms of explanation of that topic again in the
class through some other means, such as demonstrations and
examples. Students found this way of active viewing of
videos much more effective compared to conventional way
of passive viewing of videos through a Learning Management System (LMS) and YouTube.
2.5 PlayPosit
PlayPosit is another tool quite similar to Vizia but with some
additional options. When it comes to collaborative learning
activities, this tool is really effective. This tool can be used
especially for students in specified groups and is very good
at tracking their progress in the learning process (Seyed
Abdollah 2018). Apart from this, assessment in such collaborative activities becomes easier. In the current practice,
PlayPosit was used to create a specific classroom for separate sessions allowed educators to monitor individual sessions’ performance. Tracking of particular students
belonging to respective sessions was helpful to monitor
student engagement with pre-class activities.
Technology-Assisted Student-Centered Learning …
181
such as quiz, surveys, etc. This online tool assigns a room
number to the session which is displayed on the top of
screen. The students are required to sign in through a student
login to gain access to the session and need to enter the room
number which is shared by the teacher. During the session,
the teacher’s screen with final output (statistics and results)
was displayed on the projector screen, while students participated in these activities from their mobile devices. Instant
display of student results that were dynamic made the session livelier. These results were also saved for later referral
(Dakka 2015). This online tool comes in a free version as
well as a pro version. In this study, to appraise students’
knowledge, only the free version was used since it adequately served the purpose.
2.2 Kahoot
This is another interesting and very interactive tool. It is
simple to use, yet it’s very effective for basic quiz-based
exercises during class sessions. In some of the sessions,
Kahoot was used for brainstorming (Carolyn and Julia
2017). Again, there are two modes of operation in Kahoot,
similar to Socrative. In this study, the educator has created a
quiz with some revision questions about the previous class.
And before starting the present class, the revision exercise
was completed. Students had installed Kahoot on their
mobile devices, since it is a free tool available for all platforms. This tool is very light and does not need a lot of
memory. Like Socrative, the teacher’s screen was displayed
on the projector and the moment students joined the session
(with the session code), their names started displaying on the
projector screen. Once all students joined the session, the
faculty initiated the quiz, and after each question they were
able to see the result, as well as whether they answered it
correctly. The results of the quiz can be saved for later
referral. The quiz designed here did not contain many
questions and the teacher made sure that this exercise ends
within the first 10–15 min of the session. The only issue
with this tool is that any student can join the session
anonymously as they can login to the session by typing any
name of their choice.
2.3 SurveyMonkey
SurveyMonkey is one of the most famous online tools,
which is generally used for conducting surveys. It comes in a
paid version as well as a free version. The paid version is
being used by many organizations for various purposes
(Retta and Donna 2009). This online tool is used for the
revision exercise apart from collecting feedback at the end of
a few sessions. The best part of this tool is that the outcome
can be obtained in a visual format, in terms of graphs and
charts, which makes the final assessment process very easy
to analyze. In the current study, SurveyMonkey was used to
collect students’ feedback on instructional resources, flipped
classroom activities, and online interactive tools.
2.4 Vizia
This is one of the most creative online tools which have put
an end to the passive viewing of videos. The video-based
lecture materials which are initially uploaded online and the
reference materials from YouTube can be fetched through
Vizia. Here the video can be stopped at any interval and a
small cognitive quiz component can be inserted just to
ensure that understanding of the topic has been taken place
(University of Sussex 2018). Some of the videos were also
shared through Vizia. Students were required to access these
videos through Vizia website directly by the link shared by
the educator. While viewing these videos, they were
prompted for a couple of quiz-based questions every few
minutes. They were not able to move further unless they
attempted those questions. This online tool smartly tracks
the record of the view history of students, means, how much
video they have watched and how many questions they have
answered correctly. Later, the entire dataset can be viewed in
summary format and accordingly the educator can plan for
the next activity in the class. In some cases, most of the
students had failed to provide a correct answer to certain
questions. In such situations, educators’ intervention was
required in terms of explanation of that topic again in the
class through some other means, such as demonstrations and
examples. Students found this way of active viewing of
videos much more effective compared to conventional way
of passive viewing of videos through a Learning Management System (LMS) and YouTube.
2.5 PlayPosit
PlayPosit is another tool quite similar to Vizia but with some
additional options. When it comes to collaborative learning
activities, this tool is really effective. This tool can be used
especially for students in specified groups and is very good
at tracking their progress in the learning process (Seyed
Abdollah 2018). Apart from this, assessment in such collaborative activities becomes easier. In the current practice,
PlayPosit was used to create a specific classroom for separate sessions allowed educators to monitor individual sessions’ performance. Tracking of particular students
belonging to respective sessions was helpful to monitor
student engagement with pre-class activities.
Technology-Assisted Student-Centered Learning …
181