活动理论视角下的受众互动工具研究
Investigation of Audience Interaction Tools from the Perspective of Activity Theory
摘要：
保持大量观众的参与并不容易。传统上，讲座和演示依赖于从演讲者到听众的单向沟通。如果没有持续的反馈，发言者就无法确保他们的发言速度适当，或者他们的信息被听众接收和理解。本研究建议使用实时观众参与解决方案（Xorro-Q），以促进讲师和学生观众之间的同步互动。使用活动理论作为一个理论框架，我们进行了一项研究，调查学生的参与和参与与观众的互动工具，在两个本科计算课程。在一个课堂环境中，讨论问题在课堂上提出，并向学生提供即时反馈。在第二种情况下，在讲座接近尾声时会提出与主题相关的问题，以评估学生对课堂上刚刚教授的概念的了解。在这项研究中，定量数据，如出勤率，响应率和评估结果收集，以探讨参与者的参与如何在不同的演讲技术的变化。研究结果表明，通过活动理论为基础的设置观众互动工具的持续使用比仅仅使用工具进行评估的目的，在传统的课堂设置。虽然这些研究结果处于非常初始的阶段，但它们对如何在课堂环境中开发实时观众参与工具以帮助教学和学习实践提供了一些指示。
英文摘要：
Maintaining engagement of large audiences is not easy. Traditionally, lectures and presentations rely on one-way communication from the presenter to the listening audience. Without receiving ongoing feedback, speakers cannot be sure that their delivery is at an appropriate pace, or that their message is being received and understood by their audience. This study suggests using a real-time audience engagement solution (Xorro-Q) to facilitate synchronous interaction between lecturers and their student audiences. Using activity theory as a theoretical framework we conducted a study to investigate student participation and engagement with an audience interaction tool in two undergraduate computing courses. In one classroom setting, discussion questions are raised during the class and instant feedback provided to students. In the second setting, subject related questions were asked near the end of the lecture to gauge students knowledge of concepts just taught in the class. In this study quantitative data such as attendance, response rates, and assessment outcomes were collected to explore how participant engagement varies across different lecturing techniques. Findings from the study show that continuous use of audience interaction tools through activity theory based settings is preferred than merely using tools for assessment purpose in traditional classroom settings. Although these findings are at a very initial stage, they give some indication on how real-time audience engagement tools can be developed within classroom settings for assisting in teaching and learning practices.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
