Can Mentimeter Enhance University Student Participation in Taught Sessions?

Abstract

There has been much research looking into the link between active engagement and learning in higher education students. This article presents an action research study that was conducted using a qualitative method to evaluate the impact of a specific technology on the learning for a cohort of students in a mandatory placement briefing session. Mentimiter, a classroom response system, was used to facilitate and evaluate the engagement of a 3rd year cohort of occupational therapy students in a teaching session. The findings are that, in this instance, the technology was effective in enhancing the students’ engagement and subsequent learning.