Özet:

Learning technology greatly modifies traditional classroom teaching methods due to the continuous development and innovation of information technology and wireless network technology. The integration of an interactive response system in traditional classrooms can improve the interaction between teachers and students; the classroom response system (CRS) can store students’ response data and save assessment time. However, the current application of CRS in practice exams has many disadvantages. For example, the traditional CRS used to allow students to input their responses using small remote transmitters that send signals to a receiver and wait for other classmates to complete their responses; moreover, the CRS cannot provide adaptive individuals’ supplementary information. Therefore, the study aimed to develop a personalized interactive response system (IRS) to facilitate both teaching activities and personal learning assessment in a classroom setting; students are required to use mobile learning devices (i.e. tablets as interactive tools, a platform for instant assessment, and e-readers). Through the wireless network, pop quizzes, or learning activities can be performed to increase interactions between teachers and students and conduct remedial teaching instantly. The system can shorten waiting time for students and stimulate reflection of what they learn in practice exams, increase the readability of questions, and provide privacy when answering questions. The study recruited 6th graders of an elementary school as participants to investigate the usability and users’ acceptance of the system. The results indicate the differences between the traditional CRS and the personalized IRS and recommend applicable learners based on the results of the cross verification between different personality preferences and users’ acceptance. The collected feedback from the participants and teachers can be referred for further studies.

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