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This research journey has been a profound personal and intellectual experience. Initially, I approached this project with a focus on identifying the technical strengths and weaknesses of Slido. However, through the process of data collection, analysis, and reflection, I have gained a deeper understanding of the multifaceted nature of student learning and the critical role of technology in fostering meaningful educational experiences.

This research positions technology, particularly Slido, as a central tool for fostering a more engaging learning environment that promotes student-centered learning based on peer interaction, creativity, and innovation (Fonseca and García-Peñalvo, 2019; Onyema et al., 2019).  This aligns with the growing body of research highlighting the importance of student participation. Studies by Muthmainnah (2019) and Aslan et al. (2019) suggest that real-time interaction tools like Slido can indeed boost student participation and create a more positive learning environment.

This research aims to investigate Slido’s impact within the higher education classroom. As a specialist technician in teaching and learning, I was drawn to explore Slido’s potential for enhancing student engagement due to its interactive features. Research by Ningsih (2023) on English for Specific Purposes (ESP) classrooms provided initial evidence. Their study found students reported Slido as engaging, enjoyable, and effective in promoting participation, particularly features like quizzes, word clouds, and image polls. This aligns with my belief that technology interactivity is key to fostering a more engaging learning environment. My  research aims to expand upon this existing research by investigating Slido’s potential beyond the context of English for Specific Purposes (ESP) classrooms. By exploring Slido’s impact within the diverse landscape of higher education, this study seeks to provide a more comprehensive understanding of its effectiveness in promoting student engagement and enhancing the overall learning experience.

In this project learning endeavours, I sought to address the critical question: How can we harness the power of Slido to create a truly inclusive learning environment where every student, irrespective of their background or access to resources, or knowledge of technology feels empowered to actively participate and contribute their unique perspectives? Can anonymous questioning and Slido’s features like questions and answers, open text, voting polls and emojis rating create a more inclusive and safe space for all voices to be heard?  I delved into whether these features can effectively mitigate potential biases and ensure equitable participation from all students, regardless of their background or learning style.

Furthermore, I am particularly intrigued by Slido’s potential to induce ‘disequilibrium,’ a pivotal moment of cognitive conflict as described by Piaget (1950), where existing understandings are challenged and authentic learning takes place. I am eager to explore how student-to-student and student to tutor interaction facilitated through Slido’s features can effectively foster this critical disequilibrium and drive deeper learning within the classroom community.

The strategic placement of Slido within the lesson flow proved crucial. After a block of slides, I introduced answers and questions, open-text questions, and emoji-based polls. This timely intervention encouraged students to engage with the material, reflect on their comprehension, and share their thoughts with their peers. The resulting dialogue, facilitated by Slido in classroom, created a vibrant learning community where ideas flowed freely. This approach has broader implications for my teaching practice and academics. By keeping Slido questions concise and focused, academics can guide students towards selecting appropriate learning strategies for specific topics.

To gain a comprehensive understanding of student perceptions of Slido’s effectiveness, a mixed-methods approach was employed, incorporating both quantitative and qualitative questions and data analysis. This approach, while valuable for gaining a comprehensive understanding of student perspectives, proved to be time-consuming and resource-intensive in its analysis aligning with Kara’s (2015) observations. To mitigate this, the research actively sought student feedback and insights throughout the process by embedding questions within Slido slides and utilizing Qualtrics. This iterative approach not only facilitated data collection but also served as a practical demonstration of critical questioning, a cornerstone of action research as emphasized by McNiff (1997). By actively involving students in the research process and receiving their responses in the classroom, I created an opportunity for both reflection, theirs on the topics at hand, and mine on the effectiveness of this approach in eliciting their perspectives.

Integrating data from Year 2 Qualitative Research (N=10) with data collected from Year 3 Sustainability and Business Psychology students (in collaboration with a lecturer) provided a richer perspective (Kara, 2015). This approach enhanced the credibility of the findings through methodological triangulation. By combining qualitative analysis and in particular thematic analysis of student testimonials with quantitative data analysis, the research ensured that conclusions were not solely reliant on subjective interpretations but were supported by a robust and multifaceted data set.

An overwhelming majority of respondents (93.94%) consented to participate, indicating a high level of willingness to engage with the study. Only a small minority (6.06%) declined to participate, suggesting that the research topic or methodology did not resonate with these individuals. This high consent rate provides a strong foundation for the research project, enabling the collection of valuable data and insights. Of the 39 students invited to participate, 31 (79.5%) consented to use Slido, while 2 (5.1%) declined. A further 6 students (15.4%) did not respond to the consent request .

The Slido questionnaire revealed a positive overall student experience, with 68% rating it favourably. While students demonstrated moderate satisfaction with core features like content delivery and learning support, they expressed strong interest in interactive elements like emojis and Q&A. Slido effectively facilitated discussion and engagement, contributing to a positive learning experience. Key suggestions for improvement included enhanced emoji training and accessibility features for dyslexic students. However, further research is crucial to understand instructor training needs, the long-term impact on learning outcomes, and Slido’s effectiveness compared to other engagement tools. These insights underscore Slido’s potential as a valuable learning tool, while highlighting areas for further development and refinement to maximize its impact on student learning.

The disparity in response rates between structured and open-ended questions of Slido questionnaire is notable. A total of 25 students completed the first seven questions of the Slido questionnaire, while 18 students responded to the eighth question. A larger number of students, 39, completed both open-ended qualitative questions. The disparity in response rates between structured and open-ended questions offers valuable insights for both my teaching practice and future research, indicating that participants may have been more engaged with the open-ended format, potentially due to its flexibility and opportunity for more in-depth expression. These findings inform my teaching practice. In my teaching, I can incorporate more open-ended questions in classroom discussions, assignments, and assessments to gain a deeper understanding of student learning and thinking, provide space for  deeper reflection and identify areas where I can provide more targeted support. By actively seeking student feedback through open-ended questions, I can foster a more open and communicative learning environment. This can help me better understand student needs, preferences and challenges leading to more  responsive instruction.

My findings reveal that a majority (68%) of students had a “Good” experience using Slido to communicate classroom issues, while 12% were unsure. This suggests Slido has potential as a valuable communication tool, fostering a more inclusive environment by providing a platform for anonymous feedback and raising concerns. Analyzing Slido data can help identify common student challenges, informing instructional practices and resource allocation. Moreover, Slido can enhance student engagement by providing a convenient communication channel. However, the 20% of students with a “Poor” experience highlights the need to investigate specific challenges and address them to ensure Slido effectively serves as a communication tool for all students.

Sharing the visual results of Slido with students in the classroom proved to be a highly engaging and reflective experience. This fast-paced nature of the interaction, where students could quickly read and respond to each other’s replies, was a key observation. This dynamic facilitated a rapid exchange of ideas, aligning with the concept of procedural knowledge within metacognition (Muijs and Bokhove, 2020) and Hook’s (1994) engaged pedagogy as it empowers students to become active participants. As Dent and Koenka (2015, cited in Muijs and Bokhove, 2020) emphasize, this rapid review of peer information enhances students’ ability to efficiently process information. This observation highlights the potential of Slido  not only to gather data but also to foster a dynamic learning environment where students actively construct and share knowledge in an authentic relationship between tutors and peers.

As Muijs and Bokhove (2020) emphasize, reflection is the cornerstone of metacognition. Slido provided a digital space for students to pause, ponder, and articulate their understanding. When I invited second-year undergraduates to share their thoughts via Slido’s open-text feature, I observed a powerful shift. The reflective “time-space-pause” afforded by Slido allowed students to articulate their understanding, and mostly respond as to what they have already learned, identify areas of confusion, and essentially “think aloud” within the digital realm. This not only enhanced their self-awareness, but also provided invaluable insights into their learning processes, informing my teaching strategies. My findings align with existing research on the connection between collaborative learning and critical thinking skills, as emphasized by Furedy and Furedy (1985). By working together,  students  effectively identify flaws, assumptions, and draw sound conclusions. It is also important to acknowledge potential challenges, as noted by cognitive researchers like Loes and Pascarella (2017). Their research suggests that collaborative learning may not always benefit all students equally, particularly minority students. Freire (1970) also emphasized the importance of education not just as information transmission, but as a catalyst for critical thinking and active participation, a perspective highly relevant in today’s digital age.  Echoing this, Piaget and Vygotsky (1978) highlighted the pivotal role of social interaction in cognitive development. Building upon these foundational theories, scholars like Johnson and Johnson (2002) demonstrated the transformative power of collaborative learning. They argued that engaging in dialogue and debate with peers creates a “cognitive clash” that challenges students to confront different perspectives, leading to deeper understanding and critical thinking. This “clash of ideas” empowers learners to collectively construct knowledge in the present research project.  

The findings of the Slido questionnaire provide valuable insights into student preferences and perceptions. When asked about which aspects of Slido, students would like to include as a follow-up, a substantial 68% selected “Emojis-based training.” This suggests that this feature is particularly valued by students and could be a focus for future development or improvement.

Also, a significant proportion of students (48%) expressed interest in including Questions and Answers as a follow-up aspect of Slido  This suggests that users value the interactive nature of Q&A sessions and believe they can enhance the learning experience. Furthermore, regarding Open Text, 45.8% of students expressed interest in including it as a follow-up, while 45.8% were unsure . This indicates a potential interest in this feature, but further exploration is needed to gauge the specific needs and preferences of students.

Regarding overall student satisfaction with using Slido in the classroom for learning, the results were positive as 50% of students were “Extremely Satisfied,” 27.8% were “Somewhat Satisfied,” and 22.2% were “Neither Satisfied nor Dissatisfied”. These findings indicate that Slido is generally perceived as a valuable tool for enhancing the learning experience. These insights can inform the further development and implementation of Slido in Higher Education. By incorporating student feedback and preferences, and prioritizing Q&A sessions and enhancing emojis-based training, Slido can be further optimized to meet the evolving needs of both students and academics.

Given the small sample size (N=25), the Fisher-Freeman-Halton Exact Test was employed to analyse the association between categorical variables offering great reliability. These findings suggest that Slido has the potential to be an effective communication tool in the classroom, as most students (68%) rated their experience using Slido to communicate issues as “Good.” The significant association between communication experience and content delivery ratings highlights the potential for Slido to influence students’ perceptions of the overall learning experience. Additionally, the strong link between perceived learning support from Slido and the perceived pace of delivery emphasizes the importance of Slido’s role in facilitating a smooth learning flow. However, the lack of association between Slido’s use as learning support and content delivery methods suggests that further research is needed to understand the specific ways in which Slido interacts with different content delivery approaches.

Furthermore, the Fisher’s analysis revealed a significant association between students’ ratings of Slido’s content delivery and pace of delivery, suggesting a potential interplay between these factors. This finding highlights the importance of considering the pacing of content delivery when utilizing Slido. For instance, if content is presented too quickly, students may struggle to absorb information and effectively engage with Slido features. Conversely, slower pacing might lead to boredom or disengagement.  All these  highlight the crucial role of pacing in effective Slido usage. Teaching practice should carefully chunk content into manageable segments to allow sufficient time for student processing and Slido engagement. Further research is needed to determine optimal pacing for various content types and learning objectives. Also,  no strong association was found between student satisfaction with Slido for learning and preferences for specific features like Open Text, Q&A, and emojis , and  this suggests that student satisfaction may be influenced by broader factors. As a result, clear and concise instructions on Slido features usage are essential for enhancing student satisfaction of Slido for learning.

 Importantly, many students (68%) rated their experience using Slido to communicate classroom issues as “Good,” highlighting its potential as a valuable communication tool. These findings emphasize the importance of considering the overall user experience, including factors like content delivery and pacing, in optimizing Slido’s effectiveness as a learning tool.

The Fisher’s Exact Test, employed due to the small sample size (N=25), revealed no significant relationship between emoji-based training preferences and Slido’s perceived learning support. This finding, while suggestive, may be limited by the small sample size, as the Fisher’s Exact Test can be less powerful than other tests with larger samples. Consequently, further research with a larger sample size (N > 30) is crucial to draw more definitive conclusions about this potential relationship. This highlights the importance of considering sample size limitations when interpreting statistical findings, particularly with less powerful tests like Fisher’s Exact Test.

To explore relationships, the Spearman’s correlation was used, suitable for ordinal data and small samples. These findings offer valuable insights for informing teaching practices and academic endeavours in the classroom. First, the strong  correlation between perceived content quality and pace of delivery underscores the critical importance of carefully considering how content is presented and paced within the learning environment. This highlights the need for well-structured lessons, clear and concise delivery, and appropriate pacing to ensure optimal student engagement and comprehension.

Second, a weak but significant positive correlation suggests emojis enhance student learning experiences with Slido. While factors like content delivery and pacing likely have a greater influence, this finding underscores the importance of considering student preferences when integrating technology like Slido. By incorporating emojis features that allow for greater personalization and student expression such as emoji reactions and customizable interfaces, could enhance the platform’s appeal and effectiveness for both students learning and academics teaching experience.

Third this study reveals a strong link between positive communication experiences with Slido and positive content perceptions. This underscores the importance of fostering a communication rich learning environment for academics and myself. Slido empowers students by enabling active participation, while providing new emojis features for Slido providers to enhance the platform for student-centered learning.

Fourth, the positive correlation between the frequency of students providing specific examples of Slido’s helpfulness and their suggestions for improvement highlights the importance of student voice in shaping the learning experience. By actively providing specific examples and suggestions for improvement, students become active participants in the learning process, fostering a sense of ownership and contributing to a more enjoyable learning environment. This process also enhances students’ critical thinking skills as they articulate their perspectives and contribute to the ongoing improvement of learning tools and methodologies. This process enhances students’ critical thinking by articulating their perspectives and contributing to learning tool improvement. Involving students in qualitative data collection (Learning for Action, 2024) emphasizes the importance of multiple data sources and perspectives for credible findings and triangulation in qualitative research (Gray & Malins, 2007).

Furthermore, this research project  underscored the crucial role of collaboration and the human element in the research process. Initially, concerns arose regarding the limitations of a small dataset (N=10) hence I decided to collaborate with a lecturer to test slido in his classroom. Collaborating with

a lecturer unexpectedly illuminated the profound interplay between emotional and intellectual learning, transcending the initial scope of the research. This collaborative process highlighted the importance of participatory analysis (Learning for Action, 2024) and triangulation in both qualitative and quantitative research (Gray & Malins, 2007). By integrating diverse perspectives – my own, my peers’, and the students’ – and engaging in reflective discourse, helped me to cultivate metacognitive learning and enhanced the depth and credibility of my findings. Also, this emphasis on social interaction reinforces the understanding that learning is not merely an individual endeavour, but a collective process shaped by the relationships within the classroom (Wilson, 2024).

To delve deeper into students’ experiences with Slido, thematic analysis was conducted on the qualitative data. This method, as outlined by Kara (2015), involves identifying recurring themes from coded responses (Braun and Clarke, 2013). Braun and Clarke’s approach to thematic analysis emphasizes a deep immersion in the data. It begins with thorough data familiarization followed by the generation of initial codes that capture significant features of the data. These codes are then grouped into potential themes through an iterative process of review and refinement. As I had only testimonial statements to consider and not whole interview data I carefully  reviewed these testimonials and defined each theme, ensuring they accurately reflect the data. To display data analysis of the two qualitative questions  I utilized  NVivo software which facilitated a systematic and efficient analysis of the two open-ended questions within the Slido questionnaire. This in-depth qualitative analysis allowed for a richer exploration of student feedback on slido usage and improvements, providing valuable insights beyond simple numerical data. I found visual methods, such as word clouds and cluster analysis, to be incredibly valuable for understanding my qualitative data. These techniques provided a direct and intuitive way to access and interpret the evidence, enabling me to identify patterns, themes, and relationships within the data that might have otherwise remained hidden. By visually representing the data, I felt like I was “playing” with it, exploring different perspectives and gaining a deeper understanding of the underlying complexities (Gray and Malins, 2007).

Cluster and word cloud analyses revealed several key themes regarding Slido’s usage in the classroom. Firstly, enhancing “reflexive space” theme emerged as the most prominent theme, embraced by half 20 students  (51.3%). This finding aligns with the student testimonials such as ” Able to put forward ideas about different topics as a group”and “Gives space to ask questions when I doubt about my voice,” “Engaged conversations“ and is further supported by keywords like “students,” “engage,” and “participate.” and Clustered themes analysis , which includes “sharing”, “participate”, “classroom”, “conversation”. This theme can encourage diverse perspectives and students can share their ideas and perspectives through Slido, creating a more inclusive and dynamic learning environment. Perhaps the most heartwarming testimonial was it  unleashes the shy voices. Slido  appears to provide a haven for shy students to express their thoughts. “Slido gives space to ask questions when I doubt about my voice,” one student shared , revealing the platform’s power to amplify voices that might otherwise remain unheard. “Reflexive space” aligns with the concept of metacognition (Muijs and Bokhove, 2020) as my peers suggested during the tutorial in December. By observing and discussing students’ testimonials using Slido, students engaged in metacognitive processes. They were able to  intellectually observe their own thinking process, understand the learning processes,  and reflect upon their  learning and  the  exchange of ideas with peers. By reflecting on their thinking processes, students gained a deeper understanding of their learning styles and methods. This metacognitive process enhances self-awareness and allows for the development of learning strategies. Furthermore, by analyzing information critically and evaluating diverse perspectives shared with peers, students construct a deeper understanding of the subject matter, fostering critical thinking and enhancing their overall learning experience.

The emergence of “reflexive space” as a key theme resonates strongly with Talisman and Muchenje’s (2022) emphasis on creating participatory spaces that prioritize student voice and agency. Their work champions democratic and unstructured environments where students can freely express themselves, debate and truly hear each other’s perspectives. This aligns with the finding that Slido provided a platform for students to  ” be able to put forward ideas about different topics as a group” , “Gives space to ask questions when I doubt about my voice,” and “engage conversations”, fostering a sense of community and encouraging diverse perspectives, crucial elements of a truly reflexive learning environment.

Secondly, Slido facilitated knowledge sharing and collaborative learning, as evidenced by testimonials like “Engagement gives other people’s ideas” and “good to see the other ideas of classmates – (to see we are on the same page).” Keywords like “collaborative,” “sharing,” and “group” support this theme and clustered themes analysis includes  “collaboration “,  “work “, “questions”, “answers”. This theme enhances peer learning. It can encourage students to learn from each other by sharing their insights and perspectives through Slido. The observation that Slido facilitated knowledge sharing and collaborative learning strongly aligns with Mezirow (2000), and Wilson’s (2024) framework of critical service-learning rooted in transformational learning theory. Wilson et al. emphasize the power of relationships and co-creation, stating that knowledge is socially constructed and contingent upon the relationships within which it is acquired. This aligns with the student testimonial “Good to see the other ideas of classmates – (to see we are on the same page),” which captures the sense of shared understanding and collective learning fostered by Slido. By enabling students to easily share their insights and perspectives, Slido encourages peer-to-peer learning and fosters a sense of community within the classroom, key elements of transformative learning.

Thirdly, Slido promoted critical thinking by providing a platform for students to “engage our ideas” and “challenge assumptions,” as reflected in student testimonials such as “can ask questions whenever without interruptions”, ” it helps us engage our ideas with the peers as well it helps to brainstorm” ” it was less noisy as people could just type there question no interruption”  and keywords like “critical” and “thinking”. Cluster analysis includes “critical ” “learning” “thinking”, “considerations”, “content” . This theme also enhances diverse perspectives by encouraging students to consider different perspectives, challenge assumptions, develop critical questions  and engage in constructive debate through Slido. This aligns with the core tenets of transformative learning, particularly Mezirow’s (2000) emphasis on confronting “disorienting dilemmas” that challenge existing worldviews. By providing a platform for students to engage in critical dialogue, ask questions, and challenge assumptions, Slido creates an environment where students can encounter diverse perspectives and potentially experience “disorienting dilemmas” that prompt them to re-evaluate their own beliefs and understandings. This aligns with the emphasis on critical reflection and the exploration of new perspectives within the framework of critical service-learning (Wilson,2024). By fostering these critical thinking processes, Slido contributes to a learning environment that encourages deeper understanding, personal growth, and a transformation of perspectives, key elements of transformative learning theory. Fourthly, Slido fostered a more equitable learning environment by facilitating ease of use for all students. Testimonials such as “Easy to engage” and “Interact quickly” suggest that Slido enabled all students, regardless of their technological proficiency or comfort level, to readily contribute their thoughts and ideas. This is also evidenced by cluster analysis which includes “everyone”, “people”, “participants”, “thought”, “able”, “brainstorm”, “sharing”,”just”, “participate. Finally, the word cloud  analysis highlighted Slido’s role as a valuable technological tool for enhancing teaching and learning experiences as evidenced by keywords   “technology,” “Slido,” and “digital” highlight the role of technology in enhancing learning experiences. Clustered themes  include “role”,”slido”, “social”, “technology”, “creating”, “cultivating”, “deepen” and “development”.This theme promotes accessibility as it ensures that Slido is accessible to all students regardless of their comfort levels, technological knowledge and/or disabilities. These findings can also inform the development of new assessment methods that measure student engagement and critical thinking skills as facilitated by tools like Slido.

 To explore student suggestions for Slido improvement (qualitative research question), a pie chart visually summarizes responses to “How could Slido be improved?” Notably, 53.85% of respondents -21 out of 39- indicated no necessary improvements, suggesting high user satisfaction. However, user suggestions offer valuable insights for optimizing Slido’s functionality and enhancing the user experience. Also, 38.4% of students-14 students – had various suggestions for improvement, whereas 7.8 % of students were unsure about improvements.  Some students suggested incorporating more interactive features like emojis and word limits to increase engagement and clarity. Others highlight the need for better integration and  proposed integrating Slido more seamlessly into lectures to facilitate real-time interaction and discussion. A few students suggested providing clearer questions or single-answer questions to streamline the Q&A process.

In my research,  visual analysis techniques such tree maps and word clouds revealed several key themes within student feedback on Slido improvement. In fact, students emphasized the need for improved Q&A functionality, including clearer prompts and word limits, as well as enhanced accessibility features like color-coded text and emoji accessibility for dyslexic learners. Collaborative learning, with features that encourage group work and communication, was also highly valued. Furthermore, students expressed a strong preference for interactive features such as quizzes and dynamic visuals to enhance engagement. On total the findings inform and recommend  the importance of clear and concise instruction, opportunities for active participation, and personalized feedback for an optimal student experience in classroom. This visual data experiences not only facilitated data analysis but also enhanced my own understanding and interpretation of the findings.

Future Research

Future research should prioritize richer qualitative data collection methods, such as open-ended questions, interviews, and focus groups, to gain a deeper understanding of student experiences. Investigating the optimal balance between structured and open-ended questions is crucial for maximizing engagement and data richness. Furthermore, examining the impact of question wording and order on response rates is essential for designing effective questionnaires.

My experience also highlighted some intriguing observations. Notably, there was a significant difference in Slido participation rates between second year and third-year undergraduates.This disparity warrants further research, potentially exploring the impact of educational level, the influence of the lecturer’s presence, and the power dynamics within the classroom on student engagement.

Conclusion

This research journey has been a profound personal and intellectual experience. It has not only deepened my understanding of Slido’s potential as a pedagogical tool but has also fostered significant personal and professional growth. By embracing a participatory research approach, collaborating with colleagues, and critically reflecting on my own assumptions, I have gained valuable insights into the importance of creating inclusive and supportive learning environments that empower all students to actively participate and contribute to their own learning journeys.

Key findings demonstrate Slido’s ability to foster a “reflexive space” where students feel empowered to express themselves, engage in critical dialogue, and collaboratively construct knowledge, aligning with transformative learning theory. Furthermore, Slido facilitated knowledge sharing and collaborative learning, key elements of transformative learning as outlined by Wilson, Mezirow, and Wilson (2024). And most importantly students value emojis-based training and new emojis feature as part of learning experience in classroom to optimise Slido use in diverse educational contexts.

References

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Qualitative data analysis can be a powerful tool for uncovering rich insights, but it also presents challenges. As Kara (2015) highlights, there is inherent creativity in qualitative analysis, particularly in thematic analysis, where themes are identified from coded data (Braun and Clarke, 2013). In my research, this involved analysing student testimonials about their experiences using Slido and identifying themes related to its impact on classroom dynamics (see Table 1 and Figure 1). These testimonials included comments like “Able to put forward ideas about different topics as a group” and “Gives space to ask questions when I doubt about my voice” (see Figure 1).

However, data coding and analysis can also be subjective processes (Kara, 2015).  My own interpretations of the student testimonials could be influenced by my pre-existing biases. To address this subjectivity, I involved my peers in a qualitative data analysis session (Learning for Action, 2024). This approach aligns with the concept of triangulation in qualitative research, which emphasizes the importance of using multiple data sources and perspectives to enhance the credibility and trustworthiness of findings (Gray & Malins, 2007).

During a December tutorial, I presented my initial findings and student testimonials to my peers. The ensuing discussion proved invaluable. By displaying the testimonials visually (Table 1 and Figure 1), I facilitated a collaborative exploration of the data. The majority (51.27%) of testimonials such as  “Able to put forward ideas about different topics as a group” and “Gives space to ask questions when I doubt about my voice,”  fell under the theme “class discussion and idea sharing,” supported by keywords like “students,” “engage,” and “participate” (Figure 1). This pie chart served as a springboard for discussion, allowing us to collectively make sense of the data,  identify potential biases in my interpretations and provide a visual overview of data in an interactive way(Gray and Malins, 2007).

Table 1. Students Testimonials in Classroom.

Figure 1. Pie Chart of Students Slido usage  in Classroom.

One peer suggested that the “class discussion and idea sharing” theme could be more accurately labelled as “reflexive space,” highlighting the introspective nature of these interactions. This peer interaction exemplifies a form of triangulation, introducing an external viewpoint that helped refine my interpretations and minimize potential biases. Another peer’s observation further emphasized the importance of fostering metacognition among students. They pointed out that the value of this “reflexive space” lies in students being able to observe their own knowledge and respond to it , a process akin to metacognition.

This journey through the data underscores the significance of participatory analysis (learning for Action, 2024) and the triangulations in qualitative data research (Gray and Malins, 2007). It acts as a compass, guiding myself and peers through the subjective landscape of qualitative analysis and ensuring the objectivity and depth of findings (Gray & Malins, 2007). By integrating different perspectives including my own, my peers’, and the students’ testimonials ,can cultivate metacognitive learning.  Engaging in reflective discourse with peers empowered all of us to become more conscious of our own thinking processes.

References

Braun, V. and Clarke, V. (2013) Successful qualitative research: A practical guide for beginners. Sage.

Gray, C. and Malins, J (2007) Visualizing Research : A Guide to the Research Process in Art and Design, Taylor & Francis Group, Abingdon, Oxon. Available from: ProQuest Ebook Central [Accessed 14 November 2023].

Kara, H. (2015) ‘ Analysing Data’ in Kara, H. (Ed.) Creating Research Methods in Social Sciences :A Practical Guide. Policy Press, Bristol, pp.99-119. Available from: ProQuest Ebook Central [Accessed 2 December 2024].

Learning for Action. (2024, December 4). Participatory Analysis – Engaging participants in the meaning-making process. Online resource. Available from: https://learningforaction.com/participatory-analysis [Accessed 4 December 2024]

Learning for Action. (2024). Analyzing qualitative data. The Process of Finding Themes and unique Perspectives. Available from: https://learningforaction.com/analyzing-qualitative-data [Accessed 4 December 2024].

information sheet.docx

Consent Form.docx

Subjects

The initial classroom intervention engaged ten students. In November 2024, I followed up and by scaling the project and partnering with an academic, I was able to significantly increase participant numbers reaching twenty-six students.

Peer Feedback :Insights and Intervention

During an ARP tutorial on 8th November 2024, I presented my Slido implementation experience among the peers, and discussed concerns about the sequential data collection methods (Slido application with slides in classroom and Qualtrics based on slido questionnaire). I presented  Slido slides containing questions about student confidence levels (image 1,2 and 3), alongside some preliminary Qualtrics data among the peer group (image 4, Figure 1 &2). Ten students participated in the first poll, and the results were somewhat mixed. Half of the students 50% reported feeling confident in their coding abilities, 10% strongly disagreed  and only 40% disagreed, (image 1). These findings suggest that while some students felt comfortable with coding, others  were struggling.  Moving onto the second emoji-rating poll (image 2) regarding confidence on matrix task -which was a more difficult, there was a relatively low number of responses as only 4 students voted. Feeding this into my teaching practice , it makes me think that probably the difficulty of the task  had a negative impact on students’ confidence which reflects on emojis. Despite the small sample size, the data suggests that a majority of students (50%) felt strongly confident. Another 25% agreed with this sentiment, while the remaining 25% were neutral. While these results are encouraging, it is important to note that the small sample size may not be fully representative of the entire class.  This made me consider , the proposal of the supervisor to test the intervention within an academic’s classroom. In such case I will need to gather more data to get a clearer picture of overall student sentiment.

In peer group of ARP, I also expressed concerns about my  data collection methods, including the slido and the questionnaire as both were part of my intervention. Seeking advice, it was suggested from peers  and agreed upon to identify Slido as a tool and the questionnaire as evaluation, aligning with action research principles(McNiff & Whitehead, 2009).

Image 1. Students (N=10) rate their confidence  using emojis on first poll in classroom.

Image 2. Students rate on confidence using emojis on the second poll in classroom.

I also presented the overall engagement of students in peer group of ARP, and explained that fifty percent  of students used Slido to interact in some way (image 3). In fact I presented the table displaying the feature Question and answers(Q&A), with 12 questions, demonstrating a willingness to engage in open dialogue. The poll participation (with open text and emojis features) indicates a  higher score of 31% of students vs. the 27% on Q&A. Fourteen (14) students participated in polls, indicating a strong student interest in voicing their opinions and participating in discussions through open text and emojis method.

Image 3: Slido Overview on  Q&A  and Poll Insights presented to peer group of ARP.

 Slido’s Q&A word cloud (Image 4) is another feature of Slido, gaining insights into the most frequently words used by students. This visual representation provides a fascinating glimpse into their thought processes  and areas of interest where the majority of  students’ questions focused. Reading the word cloud to students in classroom, I was able to identify recurring topics that emerged from the students’ questions and  provided space for dialogue with them. These questions raised and written by students on image 4 set up space for me replying and informing students fast . For example, I was able to spot a common concern about the software’s purple color. By addressing this issue directly during the lecture, I ensured that everyone was on the same page. This real-time interaction not only resolved the problem but also demonstrated the power of technology to facilitate immediate feedback and support.

One of my peer groups even commented on how impressed they were with the data collected through Slido (Image 3). My supervisor suggested exploring the concept of metacognition (Muijs and Bokhove, 2020), as students can observe their own thinking processes and reflect on their questions. I think that this was a very valuable insight as could  help me monitor how students become  effective learners and also they can acknowledge what they learn and if changes needed to meet up the learning.

Overall, Slido’s Q&A feature  provided a dynamic and engaging way when I tested in classroom as it did foster student participation and deepen understanding.

Image 4. What’s on Students’ Minds?A Word Cloud Reveal.

A total of 11 questions were submitted. Students’ active participation is always encouraging. By digging deeper into their questions when I re read it, it enables me to  gain valuable insights into areas where students have specific interests of learning. The most popular response is highlighted in green (image 5), and it seems to indicate that students were particularly interested in a specific task in classroom called matrix (green response).  This serves as an excellent starting point for future discussions on the topic.  Felt that Slido truly transformed the classroom into an interactive space as students reflected using open text. It encouraged students to become active participants, sparking curiosity as they observed, reflected, and raised questions about anything that puzzled or intrigued them. Students asked insightful questions, ranging from requests for detailed step-by-step explanations to inquiries about specific terminology. This aligns with Nelson and Narend’s (1996), cited in Muijs and Bokhove, 2020)  concept of memorization of knowledge, which involves students actively monitoring their own learning and employing  strategies to retrieve information from memory.

Image 5. Students Speak Out: Open-Ended Reflections

Image 6. Students  Responses and my responses 

Slido Intervention tested in an academic’s classroom

To enhance rigor and generalizability of intervention, I collaborated with an academic  to implement Slido in his classroom. We coordinated in-person meetings and via email (image 7 and 8).

Here is a sample of my email communication with the academic on 13th of November 2024.

Image 7: Email communication with an academic.

On November 13th I received a message from the academic via Microsoft Teams. In the message, he informed me that he was experiencing technical difficulties with Slido, a digital polling and Q&A tool. He indicated that he planned to contact IT support the following day to address the issue.

Additionally, he mentioned that he was scheduled to test Slido with a group of Year 3 Psychology students on the 15th of November. He suggested that I join this session to discuss Slido with the students and potentially offer assistance.

Following the consultation from the peer ARP group , I arranged to meet the lecturer on 15 th of November. On November 15th, I met with the lecturer. He confirmed the ongoing IT difficulties with Slido, including the inability to download it to his laptop. As the morning lecture approached without an IT resolution, we switched to my UAL university laptop.

Image 8. Exchanging the Slido QR code with the academic.

We successfully integrated Slido into the lecture slides (Images 9 and 10). Prior to the session, the lecturer debriefed students and then I de briefed students about Slido, its purpose, and the voluntary nature of participation. I distributed the consent form and information sheet, and  remained in the classroom to collect them.

Image 9.Students Speak Up: Open Text Feature Reveals All!

Image 10. Students Speak Up: Open Text Feature Reveals All!

During the lecture, students actively engaged with the Slido intervention, using their mobile devices to respond to the prompts displayed on the screen. The lecturer read and reviewed the students’ responses on the slido board. Additionally , to provide the students with immediate feedback on their collective input, I shared the results of  Slido word cloud analysis which was generated based on their participation in the classroom intervention(Image 11 and 12).

Image 11. Student -generated Word Cloud.

                Image 12. Interactive Word Cloud of Classroom responses.

To provide further clarity I shared a bar chart with the students, visualizing the quantitative data from questionnaire extracted from Qualtrics. This chart displayed the frequency of responses to the question regarding their overall experience with Slido in classroom as a mean of communication. The results indicated that a significant majority of students (N=17) rated their experience as ‘Good,’ while a single student (N=1) responded ‘Unsure’ (Figure 1).

Figure 1. Student Perceptions of Slido as a Communication Tool.

To provide a more comprehensive overview of the students’ experiences, I presented additional visualizations in the form of bar graphs. I presented bar charts illustrating the overall ratings for Q&A, open text, and emojis. Students were able to view that the majority around ten in total preferred using emojis to express their thoughts and opinions. Eight students opted for the Q&A feature, while another eight chose to use open text responses (Figure 2).

Figure 2. Students’ ratings on Slido’s favourite Q&A, Open text and Emojis features.

Informing students and sharing the visual results in classroom with them it fostered a space for reflection and dialogue. Students expressed that the interaction was fast paced as they read fast each other’s replies which helped them to share understanding. This aligns with metacognitive knowledge (Muijs & Bokhove, 2020), specifically procedural knowledge because  students were able to quickly review information from their peers (Dent and Koenka, 2015 cited in Muijs and Bokhove, 2020).

The Slido activity provided a platform for students to engage in metacognitive processes. By sharing their thoughts and reading their peers’ responses, students actively monitor their own understanding and compare it to the ideas of their peers which enables them to  find inspiration in the collective thinking. This rapid exchange of ideas in classroom fosters a sense of community and encourages students to think critically and creatively.

The anonymous nature of Slido platform also allows students to express their ideas without hesitation and this can stimulate  metacognitive thinking. By engaging in these metacognitive processes students can be able to deepen their understanding, enhance  problem-solving skills and become more effective learners.

After using slido in classroom,  the lecturer sent an email (Figure 3).

Figure 3. When Tech Meets Teaching, A Slido Moment.

Reflecting on the ARP tutorial and my professional engagement with the academic, I gained valuable insights into the nuances of problem-solving particularly in last-minute scenarios. The academic’s initial struggle with installing Slido on his  personal laptop reflects the importance of active listening and adaptability. I offered  technical support which contributed to the smooth delivery of the intervention.  Lastly, I feel that I contributed significantly to the successful implementation of the Slido intervention using visualisation to present this to students. This experience provides me with the key takeaway of the power of collaboration and the potential for learning from colleagues with diverse experiences and expertise.

 By working closely with the academic, I was able to leverage my technical skills to overcome obstacles and ensure the smooth execution of the intervention. Moreover, this experience fosters a deep understanding of the challenges faced in classroom by academics in integrating technology into teaching practice. It is also an insight into what I learned from the students’ observation in classroom as  findings will present in the next section. Through this collaborative effort I was able to develop my problem-solving ability, enhance  technical skills and enrich interpersonal skills.

 I am confident that these skills will be invaluable as I continue to pursue  learning goals and career development skills as an academic technician.

References

Muijs, D. and Bokhove, C. (2020) ‘Metacognition and Self- Regulation: Evidence Review’. London: Education Endowment Foundation. Available from: https://educationendowmentfoundation.org.uk /evidence-summaries/evidence-reviews/ metacognition-and-self-regulation-review.

Rationale of using Slido

As a specialist technician in teaching and learning I chose Slido  as the interactive technology intervention for this study due to its potential to significantly enhance student engagement in the classroom. This decision was further informed by the findings of a previous study conducted by Ningsih (2023). This research explored the impact of Slido on English for Specific Purposes (ESP) classrooms, employing a mixed-methods approach to investigate both quantitative and qualitative data. The results of this study were encouraging, demonstrating positive effects on students’ perceptions of engagement, motivation, and overall satisfaction with the learning experience.

Building on Ningsih’s research (2023), which found that Slido significantly enhanced student engagement in ESP classrooms, this study aims to further explore its potential. Ningsih’s respondents reported finding Slido engaging (41% strongly agreed), enjoyable (42% strongly agreed), and effective in promoting active participation (35% strongly agreed) in class discussions. The majority preferred quizzes, word clouds, and image polls, indicating a preference for interactive and engaging features. The less popular multiple-choice feature highlights the importance of diverse feature offerings to cater to various student preferences.

I am hopeful and optimistic that integrating Slido into the classroom can revolutionize classroom interaction by fostering a dynamic interplay between student and tutor learning. Research by Muthmainnah (2019) suggests that Slido can significantly boost student participation, encouraging questions, comments, and active engagement with learning materials. Aslan et al. (2019) further emphasized how real-time interaction tools like Slido can enhance student engagement and create a more positive learning environment.

 Technology has the power to transform language learning. It can enhance learning outcomes, boost student engagement, provide immediate feedback, and facilitate personalized and autonomous learning (Chiu, 2021; Memon et al., 2022). By incorporating technology-based activities, we can provide authentic language practice opportunities, making learning more meaningful (Miller, 2018). Interactive technologies, such as quizzes and games, can improve knowledge retention and recall (Wassalwa & Iffah, 2022; Yang and Chen, 2021). Immediate feedback empowers students to identify areas for improvement and focus on them.

I envision a classroom where technology, particularly tools like Slido, would foster a more engaging and interactive learning environment. By encouraging active participation and collaboration, technology can promote student-centred learning and cultivate creativity and innovation (Fonseca and García-Peñalvo, 2019; Onyema et al., 2019).

Data Collection This research employed an action research cycle approach (McNiff & Whitehead, 2009). Following step 2 of the cycle (Figure 1), interactive elements were incorporated into the research process.

Figure 1. Action research cycle (McNiff and Whitehead,2009).

On October 24th, 2024, I took advantage of Slido and signed up for a Slido account on  website (https://www.slido.com/) to explore its features. To promote student participation, I incorporated three specific Slido features into my presentation  (Figure 2):

Q&A (Questions and Answers)

 This facilitates real-time interaction by allowing students to ask questions directly within the presentation.

Open Text Input

 This provides a platform for students to share more detailed thoughts or ideas.

Emoji Rating

 This feature allows students to use emojis to express their understanding or reaction to a specific topic.

To enhance student engagement during my PowerPoint presentation, I integrate these various interactive features using the Slido add-on. My primary goal is to evaluate whether student participation would increase when they interact with the presentation content through the Slido .

Figure 2. Overview of Slido interactive features

Measurements: Slido

To evaluate the effectiveness of the Slido intervention in the classroom, a questionnaire was designed to gather student feedback on their Slido experience (Table 1). I kept  the questionnaire brief  and short so students could complete it. I uploaded the questionnaire to Qualtrics, which is a software platform for survey distribution.

The questionnaire’s design was inspired by Ningsih’s (2023) study on students’ perceptions of Slido use on mobile devices, as well as further insights from marketing researchers’ discussions on Slido (Videos of Slido researchers talking, 2023; Soe, 2024) and open-ended questions from previous research (Dawadi et al., 2021; Strijker et al., 2020).

Minimizing Response Bias Through Questionnaire Design

The design of the questionnaire prioritized minimizing response bias. To achieve this, a focus was placed on clear and neutral wording. Complex questions were avoided, along with topics students might hold strong, uninformed opinions on, a phenomenon known as “non-attitudes” (Converse, 1970; Smith, 1984).  The study by Converse and Presser (2011) highlights a key challenge in question design. That is, even straightforward concepts can become difficult to answer if the question is overly complex. In the context of  Slido questions, I avoid topics that might elicit strong opinions or lack knowledge among students. This could lead to inaccurate or biased responses, hindering the effectiveness of the questionnaire.

 Slido Questionnaire

The instrument  I constructed employed a mixed-methods approach, collecting both quantitative and qualitative data from participants. To facilitate data collection, I constructed a questionnaire using the Qualtrics platform. To streamline the survey process, I implemented skip logic functionality. This feature redirects participants who did not consent to participate to the end of the survey, ensuring that only those who agreed to participate proceeded with the questionnaire. This step is crucial to uphold ethical principles and maintain the integrity of the research. I distributed directly to students the link to the questionnaire in the classroom on 30^th of October 2024. To ensure immediate completion and minimize dropout rates, participants were prompted to finish the questionnaire upon accessing it. An information sheet (Figure 3) and consent form (Figure 4) were attached to the questionnaire, serving as a comprehensive cover page for the survey.

The questionnaire (Table 1) included six Likert scale questions to assess the following aspects:

1. Overall satisfaction with Slido for communicating problems
2. Slido’s impact on content delivery, pace, and learning support
3. Interest in exploring Slido’s features such as Q&A , rating and emojis
4. Overall satisfaction with Slido as a learning tool  and suggestions for improving the platform

The questionnaire employed a combination of rating scales. Six-point Likert scale, ranging from “Extremely dissatisfied” to “Extremely satisfied,” were used to assess various aspects. Additionally, three-point Likert scales, including options like “Fair,” “Good,” and “Excellent,” were incorporated. To gather more detailed insights, two open-ended questions were included following suggestions from my supervisor. These questions prompted students to provide specific examples of how Slido had positively influenced their learning experience and to offer suggestions for improving the Slido platform.

In fact , the decision to include open-ended questions was made after a discussion with my supervisor during a workshop on October 25, 2024. During this workshop, I shared my intention to utilize the Slido application in the classroom, and my supervisor recommended evaluating its impact through a questionnaire and using the open-ended questions.

I administered the questionnaire  through a QR code generated via Qualtrics in classroom. The QR code link was embedded in PowerPoint slides when I presented it. According to Converse and Presser (2011), open-ended questions can yield rich, detailed responses. However,  they are susceptible to ambiguity and tacit assumptions (Converse and Presser,2011). Respondents may inadvertently overlook certain options if they are not explicitly presented. In contrast, closed-ended questions provide a standardized framework enhancing data analysis and validity. To leverage the strengths of both question types, I designed the Qualtrics questionnaire for slido, incorporating both formats. The questionnaire begins with closed-ended questions to establish a baseline and then concludes with two open-ended questions to allow for deeper exploration and nuanced responses.

Table 1. Questionnaire to assess Slido

Questionnaire for using Slido application.docx

Or in Excel format questionnaire.xlsx

Procedure: Testing the Slido intervention in classroom

I piloted the Slido intervention in a Year 2 Psychology class in late October 2024. Prior to the intervention, I prepared the questionnaire on Qualtrics by October 20th and informed the unit leader about my Action Research Project and the planned Slido intervention. I obtained unit’s leader verbal consent to conduct the intervention in  class. On October 24th, I further debriefed the unit leader, explaining the specific features of the Slido intervention, including rating polls, questions, open text, and a post-intervention questionnaire. I also detailed the process of students connecting via QR code to participate. The unit leader approved the intervention, and it was conducted at the end of October.

 Upon entering the classroom, I informed students about the purpose of my Action Research Project and explained  Slido was a method to assess its impact on student learning and interaction. I distributed information sheet (Figure 3) and consent form ( Figure 4) and informed that I had uploaded these forms online, emphasizing the anonymity of their responses and the right to withdraw  at any time (BERA, 2024).

Figure 3.information sheet.docx

Figure 4. Consent Form.docx

I instructed students to scan the QR code (Figure 5 and 6) on their mobile devices to access the Slido platform and submit their responses. I emphasized the confidentiality and anonymity of their data, and reassured them that participation was entirely voluntary,and it was OK if they were withdrawn, given my dual role as both a specialist technician  and tutor. By creating a safe space where students could choose not to participate, I aimed to mitigate any power dynamics and prioritize their freedom of choice.

Figure 5. Slido’s QR code on powerpoint

Figure 6. Slido Joining link via mobile.

What resonates with me is that the digital age has ushered in unprecedented opportunities for data collection and analysis. However, it also presents unique ethical challenges, particularly when relying on mobile devices to gather and process data. As van Doorn (2013) and Kara (2015) highlight, digital interactions can be traced by third parties, potentially compromising participant confidentiality. To mitigate these risks, I employed measures to ensure student anonymity and data privacy. By utilizing anonymized responses in Qualtrics for slido questionnaire,  I did not collect IP addresses, location data, or contact details, safeguarding student  privacy and research integrity. I checked the box not to include IP address. It is important to note that not all students actively engaged with the Slido features. Of the total participants, 22 actively interacted with the Slido Q&A and polls.

When I tested the slido in classroom I  displayed the following questions onto powerpoint to students and asked them to respond to :

1. ‘I feel confident using coding and coding stripes’: I debriefed students that this was a rating question (Figure 7).
2. ‘Explain any problems you face classifying cases’ :I explained to students to write as if they were writing in a text (Figure 7).
3. ‘I am confident in my ability to use Maxtrix coding task’: I explained to students this was a emojis-based question (Figure 7)

During the classroom students were able to view and read on screen the responses of their classmates.

Figure 7.  Questions Students were asked via Slido.

Figure 8 . Word Cloud and Q&A responses in classroom.

Following student responses, I presented the slides (Figure 7 and 8 ) to visualize the results using word cloud (Figure 8). For the statement “Feeling confident in using coding,” the slido responses were distributed as follows: 50% agreed, 10% strongly agreed, 20% neither agreed nor disagreed, and 20% disagreed (Figure 7).

References

Aslan, S., Alyuz, N., Tanriover, C., Mete, S. E., Okur, E., D’Mello, S. K., & Arslan Esme, A. (2019) ‘Investigating the Impact of a Real-time, Multimodal Student Engagement Analytics Technology in Authentic Classrooms’, Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–12. Available at: https://doi.org/10.1145/3290605.3300534.

Chiu, T. K. F. (2021) ‘Digital support for student engagement in blended learning based on self-determination theory’,Computers in           Human              Behavior,            124,       106909. https://www.sciencedirect.com/science/article/pii/S0747563221002326 (Assessed 3 September 2024).

 Converse, J.M. and Presser, S. (2011) ‘The Tools at Hand’, in Converse , J.M. and Presser, S.(eds.) Survey Questions: Handcrafting the standardized questionnaire. Publishing Company: SAGE Publications, Inc. City: Thousand Oaks ,pp. 48-75. DOI: https://dx.doi.org/10.4135/ 9781412986045

Converse, P. E. (1970). Attitude change. New York: Wiley.

Dawadi, S., Shrestha, S. and Giri, R. A. (2021) ‘Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms’, Journal of Practical Studies in Education, 2(2), 25–36. Available at: https://doi.org/10.46809/jpse.v2i2.20 (Accessed 22 October, 2024).

Fonseca, D. and García-Peñalvo, F. J. (2019) ‘Interactive and collaborative technological ecosystems for improving academic motivation and engagement’, Universal Access in the Information Society, 18(3), 423–430.Available at: https://doi.org/10.1007/s10209-019-00669-8 (Accessed 4 September, 2024).

Kara, H. (2015) Creative Research Methods in the Social Sciences : A Practical Guide, Policy Press, Bristol. Available from: ProQuest Ebook Central. [Accessed: 4 November 2024] pp. 35-53.

Memon, M. Q., Lu, Y., Memon, A. R., Memon, A., Munshi, P., & Shah, S. F. A. (2022) Does the Impact of Technology Sustain Students’ Satisfaction, Academic and Functional Performance: An Analysis via Interactive              and       Self-Regulated   Learning?           Sustainability,    14(12), 7226. https://doi.org/10.3390/su14127226 (Accessed 3 September, 2024).

Miller, G. J. (2018) ‘Technologies in the Classroom: Advancing English Language Acquisition’. Kappa Delta Pi Record, 54(4), 176–181. https://doi.org/10.1080/00228958.2018.1515546(Accessed 3 September, 2024).

Muthmainnah, N. (2019) ‘An effort to improve students’ activeness at structure class using Slido appliction’ , Journal of English Educators Society, 4(1), 1–7. Available at https://doi.org/10.21070/ jees.v4i1.1868.

Ningsih, F. (2023) ‘Uncovering Students’ Perceptions of Slido: An Innovative Engagement with Real-Time Interactive Technology in ESP’, Issues in Applied Linguistics & Language Teaching, Vol. 05 (1), 7-15.DOI: 10.37253/iallteach.v5i1.7773 (Accessed:  3 September 2024).

Onyema, E. M., Deborah, E. C., Alsayed, A. O., Noorulhasan, Q., & Sanober, S. (2019) ‘Online discussion forum as a tool for interactive learning and communication’, International Journal of Recent Technology and Engineering, 8(4), 4852–4859. https://www.ijrte.org/wp- content/uploads/papers/v8i4/D8062118419.pdf (Accessed 3 September, 2024).

Smith, P. B. (1984) On the measurement of attitudes. Amsterdam: Elsevier Science Publishers B.V.

Slido (2023). Videos of Slido Researchers Talking. Slido/ Elevate: Secrets to Building Trust – Keynote Available at : https://youtu.be/RvluGIi_-8w?si=nM9ryC5YSxkBMjmE (Accessed: 3 September  2024).

Soe, E.Y (2024). 5 Must-Have Slido Features to Boost Engagement in Your Next Meetings

. Blog. Available at : https://blog.slido.com/slido-features-engagement/

Strijker, D., Bosworth, G. and Bouter, G. (2020) ‘Research methods in rural studies: Qualitative, quantitative and      mixed   methods’, Journal            of              Rural     Studies, 78,         262–270. Available at : https://doi.org/10.1016/j.jrurstud.2020.06.007

Wassalwa, A., & Iffah, U. (2022) ‘The Effectiveness of Game Quizizz Using Learning Media On Students’ Outcomes’, Journal              of           English              Ibrahimy,1(2),    10–17. Available at: https://doi.org/10.35316/joey 2022.v1i2.10-17 (Accessed 3 September 2024).

Yang, K.-H. and  Chen, H.H. (2021) ‘What increases learning retention: employing the prediction-observation- explanation learning strategy in digital game-based learning’, Interactive Learning Environments, 1–16.Available at: https://doi.org/10.1080/10494820.2021.1944219(Accessed 4 September, 2024).

Reflecting on the initial ARP tutorial on October 11, 2024, I proposed using Slido as a tool to assess students’ learning experiences and classroom interactions. Following feedback from my supervisor, it became clear that my original approach needed refinement. We agreed that I would require additional support to effectively implement the Slido questionnaire in the classroom. To enhance the reliability and rigor of the Slido questionnaire, my supervisor suggested that a colleague or another academic staff member could assist in evaluating the Slido intervention and the questionnaire, time permitting.

At the time, the prospect of coordinating all of this felt overwhelming (Figure 1). I had to figure out the logistics of employing Slido, downloading it, embedding it into PowerPoint, and testing its functionality. It seemed like a challenging task (Figure 2).

However, as I reflected on the situation the following day, I began to see the potential benefits of collaborating with a colleague. Together, we could gather valuable insights from students at different points in time, capturing the nuances of interactive and collaborative learning.  I realized this would provide meaningful data about how students engage with the intervention in relation to their subjectivities. Inspired by Kara’s (2015) work, I considered the idea that research, like decisions, can be modified and reviewed to adapt to a changing environment. I proposed a participatory research approach, involving a colleague and students, to shift from a traditional methodological framework to one that empowers students and reduces imbalances. This approach aims to create a space where students, who may feel embarrassed or silenced in traditional classroom settings, can actively participate and voice their questions and concerns. By implementing the intervention and questionnaire twice, I would promote the validity of slido and its impact. And by this, I hope to decolonize research and contextualize knowledge for both students and the researcher.

I hoped that collaboration could make learning more meaningful by involving not only me as the tutor and researcher but also the students and tools like Slido and questionnaires. The idea of working with a colleague to delve deeper into the research was exciting, but I could not shake the feeling that it might be too ambitious. Yet, a lingering question remained: Would this be too challenging? I was  unsure how much I could realistically manage . It felt like there was a lot to consider.

I started to break down the process into manageable steps:

A list of actions:

• Brief participants on the study
• Ask for informed consent
• Construct the questionnaire
• Run the intervention
• Gather data
• Write up and reflect on the findings
• Plan the steps with a colleague (e.g., approaching my colleague , discussing the intervention, sharing the slido link and the Qualtrics questionnaire).

The time crunch between October and January was a real stressor. I felt a bit lost, surrounded by so much information. But I was determined to make the most of it. I saw this challenge as an opportunity to learn and evolve. I hoped that by facing these difficulties head-on, I could improve my planning and execution skills.

Although I was a bit uncertain about my capacity, I was inspired by Jones et al.’s (2010) assertion that classroom life is deeply intertwined with the identities of those observing it. This perspective encouraged me to step outside my comfort zone as a specialist technician in psychology. I realized that by doing so, I could potentially ignite new ideas in the classroom and advance the process of integrating technology into interactive learning and professional development. McNiff’s (2020) emphasis on the shift from ‘I’ to ‘we’ in action research resonated with me. I began to envision a more systematic approach to data gathering possibly delving deeper into the limitations of my role. By harnessing the synchronicity of the learning experience among students, myself, the intervention, the questionnaire, and a colleague in the classroom, I hoped to uncover valuable insights.

References

Jones, L., Holmes, R., Macrae, C., Maclure, M. (2010) ‘Documenting classroom life: how can I write about what I am seeing?’ Qualitative Research, 10(4), 479-491. Available at http: qrj.sagepub.com (Accessed  15 October 2024).

Kara, H(2025) ‘Creative research methods in the social sciences:A practical guide. Policy Press :Bristol. Available from ProQuest E book Central. Chapter 3: Creative research methods and ethics, pp 35-54.

McNiff, J.(2020) ‘Action Research for professional development Concise Advice for new action researchers’. Available on https://kaye.ac.il/wp content/uploads/2018/08/ McNiff_Action_research11.pdf (Accessed 29 October 2024). Third Edition (2002).

I have gathered some notes below and raise the question as to whether or not Slido can truly benefit all students in collaborative learning. I use these points to elaborate further onto my literature review.

Theoretical Framework

Constructivism  (Piaget, Vygotsky): learning through shared experiences

Engaged Pedagogy (Greenwood-Hau): challenging power dynamics

Critical Pedagogy (Freire): dialogue, critical thinking, active participation

Additional Connections

Slido’s features can potentially address some challenges (e.g., anonymous participation)

Action research is needed to explore Slido’s impact on diverse student groups

Intersectionality needs to be considered to create a just learning environment

My Role

Academic Technician in Psychology

Leverage Slido’s features to enhance collaborative learning

Conduct action research on Slido’s effectiveness

Promote a critical and inclusive learning environment.

The question that I raise is how can I use technology to make sure all students especially those without many resources can work together in class to learn critical thinking, solve problems, and fight for fairness? The works of Paulo Freire (1970) and Lev Vygotsky, though originating from different cultural and historical contexts, share a profound commitment to empowering learners through social interaction and critical reflection. Freire’s “Pedagogy of the Oppressed” (1970) offers a radical vision of education as a tool for liberation. He advocates for a dialogue-based approach that challenges traditional, hierarchical models of teaching and learning. By engaging in critical dialogue, learners can develop a deeper understanding of their own experiences and the social structures that shape their lives. Freire’s emphasis on problem-posing education aligns with Vygotsky’s constructivist perspective, as both theorists recognize the importance of active learning and the construction of knowledge through social interaction. The convergence of Freire’s and Vygotsky’s ideas has significant implications for collaborative learning. By creating inclusive and supportive learning environments, educators can foster critical thinking, problem-solving, and creativity. Collaborative learning activities, such as group discussions, peer tutoring, and project-based learning, can help students develop the skills and knowledge they need to become active, engaged citizens.

Drawing on Freire’s “Pedagogy of the Oppressed” (1970), I believe that the emphasis on current digital era in Higher education should promote critical thinking and active participation. I recall Piaget (1950) and Vygotsky (1978)’s work as both laid the groundwork for understanding how social interaction fuels cognitive development. Scholars like Johnson and Johnson (2002) built upon this foundation and  highlight the transformative power of collaborative learning. Their findings indicate that engaging in dialogue and debate, students are challenged to confront alternative perspectives of their peers by engaging in dialogue. And this leads to deeper understanding and critical thinking. As Johnson& Johnson (2002) argue there is a “cognitive clash” that  empowers learners to construct knowledge collectively.

The integration of technology into the classroom has revolutionized collaborative learning. Digital tools enable students to connect with peers from around the world, fostering  intercultural understanding. Online platforms provide opportunities for asynchronous and synchronous collaboration, allowing students to work together at their own pace and share ideas in real-time. As a specialist technician, I use technology to make learning more engaging and accessible. By harnessing the power of tools like Slido, I believe we all can collaboratively create spaces where students and academics can  share ideas, and challenge each other. This kind of dynamic environment may foster critical thinking and problem-solving skills, which are essential for success in today’s world.

Gokhale’s (1995) research underscores the crucial role of critical thinking in addressing social justice issues. By questioning information, analyzing multiple perspectives, and evaluating evidence, students can develop informed opinions and take action to create positive change. Collaborative learning provides an ideal context for cultivating these skills, as students work together to investigate complex problems, challenge assumptions, and propose innovative solutions. Scholars have emphasized the importance of collaborative learning strategies such as small group discussions, intentional dialogues, active listening, and flattening hierarchical dynamics (Kolb and Kolb, 2005; Sidelinger and Booth-Butterfield, 2010; Burress and Peters, 2015; Ha and Pepin, 2017; Cook-Sather, 2018). These strategies foster a sense of community and shared understanding, promoting critical thinking and problem-solving skills. By actively engaging with peers, students can challenge their own assumptions, consider diverse perspectives, and construct deeper knowledge.

As a specialist technician , I have a responsibility to create learning environments that foster collaboration, critical thinking, and social justice. By embracing the power of technology and using online platforms can collectively engage students in classroom and  empower them  to become active participants in their own learning and agents of change in their communities. How can I ensure that all students have equitable access to technology in classroom so can raise their questions , rate the engaging content of their learning, look at their peers’ responses and collectively harness knowledge and skills? By delving deeper into this question, I can continue to refine  pedagogical practices and create more meaningful learning experiences for  students and myself.

Research consistently indicates that collaborative learning can positively impact students’ academic experiences (Loes & Pascarella, 2017 ;Table 1). However, it is important to consider whether these benefits are equitable across all student populations. While collaborative learning can be particularly beneficial for racial minorities and white students with lower academic abilities (Barkley et al., 2014; Loes and Pascarella, 2017), it is crucial to ensure that all students could participate meaningfully in collaborative activities.  

Caroline Lenette’s  (2023) work highlights the power of participatory action research (PAR) to amplify marginalized voices. By involving community members as co-researchers, PAR challenges traditional, top-down research models and promotes social justice. Lenette acknowledges the limitations of PAR, including time constraints and institutional hurdles. Yet, these do not diminish its potential. Building strong partnerships with communities takes time and effort, but the rewards are worth it. This reflection brings my current research project to mind. While testing the validity of tools like Slido with colleagues is valuable, true rigor in social justice research comes from genuine collaboration with the students and academic community I aim to impact. How can I integrate PAR principles into my own research practice? Perhaps conducting the slido intervention  with a colleague could be the next steps in my project. By involving him throughout the research process, I can ensure that my findings are relevant and truly empowering for students and marginalised community in classroom.

Table 1. Benefits of collaborative learning in Higher Education.

Attribute	Description
Improved academic achievement	Students who engage in collaborative learning activities tend to have higher academic achievement compared to those who do not (Johnson, Johnson, & Smith, 1998; Springer et al., 1999).
Positive attitudes toward STEM courses	Collaborative learning can lead to more positive attitudes toward science, technology, engineering, and mathematics (STEM) courses (Bowen, 2000).
Increased psychological adjustment	Students who participate in collaborative learning activities tend to have better psychological adjustment (Johnson & Johnson, 1989).
Appreciation for fine arts and increased understanding of science and technology	Collaborative learning can also lead to a greater appreciation for the fine arts and a deeper understanding of science and technology (Cabrera et al., 1998).
Openness to diversity	Collaborative learning experiences can help students to be more open to diversity (Cabrera et al., 2002).
Greater ability to transfer information	Students who collaborate on learning activities tend to develop a greater ability to transfer information from one setting to another (Johnson et al., 1991).
Ability to generate new ideas	Collaborative learning can also lead to an increased ability to generate new ideas and solutions (Johnson et al., 1991).
Increased cognitive motivation	Studies have shown that collaborative learning can increase cognitive motivation (Castle, 2014).
Persistence to the 2nd year of college	Students who engage in collaborative learning are more likely to persist to the second year of college (Loes et al., 2017).
Improved liberal arts outcomes	Collaborative learning has also been linked to improved liberal arts outcomes (Seifert et al., 2008).

Expanding the collaborative circle :Technology and Inclusive learning

Greenwood-Hau (2024) argues that collaborative learning promotes “engaged pedagogy,” challenging traditional power dynamics and fostering a “community of learners.” This approach encourages active student participation, turning teachers into co-learners.  It contrasts with the traditional model that isolates critical thinking and creates a divide between students and teachers. Based on these scholars, the current project will investigate participation of students in classroom via technology.

Greenwood-Hau’s (2024) idea of “engaged pedagogy” really got me thinking. How can I break down those old power dynamics and make my psychology class a real community? Emoji Insights utilised in Slido  could make a difference, A simple emoji can say a lot. I used them to gauge understanding and mood. Red frowny faces for “disatisfied,” and everything in between. Rating reality utilised as students could rate their confidence on a scale. It is a quick way to identify areas where I need to dig deeper. Question time is also utilised via slido. Instead of a one-way lecture, I toss questions out there. Students can anonymously share their thoughts. It will be  like a digital class discussion, but without the fear of judgment. Slido can  level the playing field, and maybe students are more active, more engaged, and more vocal. May it feel  like we are all co-learners, not just me up front lecturing?

Lately, I have been thinking a lot about how to make the classroom a more collaborative space. Research by folks like Peters and Mathias (2018) and Vespone (2023) really resonates with me. They talk about how working together, with peers, teachers, and even technology, can create a much richer learning experience. It is about moving away from me talking at the front and towards everyone actively building knowledge together. Discussions, group work, and reflection exercises  that is the kind of energy I want to see (Vespone, 2023). The engaged pedagogy concept connects to creating a safe space where students feel comfortable sharing ideas and taking risks. It is great, but it needs support. Crooks, Owen, & Stone (2012) highlight the importance of resources and policies to achieve this. That is where I see online platforms like Slido coming in. It could be a fantastic tool for students to share perspectives and connect, fostering a more inclusive learning environment.

Technology that allows for anonymous collaboration and discussion is particularly exciting. Serres (2014) also talks about how traditional institutions are changing. Thumbelina, represents the transformative nature of millennial to tech savvy ones (Notebook).  The internet is creating a space for everyone to have a voice and participate in the learning process. There is a shift from a single “teacher” to a multitude of voices, which can be both challenging and amazing. Slido, with its anonymous features, could be a way to navigate this complexity and ensure everyone feels comfortable contributing.

In the end, collaborative learning, backed by technology like Slido, can be a powerful tool. It encourages critical thinking, dialogue, and a sense of community. This empowers students to take charge of their learning journey. As a specialist technician in the classroom, I believe this approach, along with acknowledging potential challenges like group dynamics and assessment can create a rich and rewarding academic experience for all students.Time to dive deeper into Slido and explore how it can best support collaborative learning in the classroom.

Notebook

References

Barkley, E. F., Cross, K. P., & Major, C. H. (2014) Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.

Bowen, C. W. (2000) ‘A quantitative literature review of cooperative learning effects on high school and college chemistry achievement’ Journal of Chemical Education, 77, 116–119. doi:10.1021/ed077p116.

Burress, M. D., and Peters, J. M. (2015) ‘Collaborative learning in a Japanese language course: student and teacher experiences’ SAGE Open, 5(2), pp. 1-14. Available at: https://doi.org/10.1177/2158244015581016.

Cabrera, A. F., Nora, A., Bernal, E. M., Terenzini, P. T., and Pascarella, E. T. (1998, November) ’Collaborative learning: Preferences, gains in cognitive & affective outcomes, and openness to diversity among college students’ Paper presented at the annual meeting of the Association for the Study of Higher Education, Miami, FL.

Cabrera, A. F., Nora, A., Crissman, J. L., and Terenzini, P. T. (2002) ‘Collaborative learning: Its impact on college students’ development and diversity’ Journal of College Student Development, 43(1), 20–34.

Castle, T. D. (2014) The impact of cooperative learning on the development of Need for Cognition among first-year college students (Doctoral dissertation).University of Iowa. Available at: http:// ir.uiowa.edu/etd/1437.

Crooks,V.A., Owen,M., and Stone,S.D. (2012) ‘Creating a (More) Reflexive Canadian Disability Studies: Our Team’s Account’ Canadian journal of disabilities studies, CJDS 1.3. Published by the Canadian Disability Studies Association. The University of Waterloo.

Freire, P. (1970) Pedagogy of the Oppressed. New York: Bloomsbury Academic. (eBook in library).

Freire, P. (1996) Pedagogy of the oppressed (revised). London: Penguin.

Freire, P. (1997) Pedagogy of the heart. New York: Continuum.

Gokhale, A. A. (1995) ‘Collaborative learning enhances critical thinking’ Journal of Technology Education, 7, 22–30. doi:10.21061/jte.v7i1.a.2

Greenwood-Hau,J (2024) ‘Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment’ Teaching in Higher Education,VOL. 29, NO. 1, 75–92. Available at: https://doi.org/10.1080/13562517.2021.1965567(Assecced 28 October 2024).

Routldege:Taylor & Francis Group.

Ha, L. and Pepin, J. (2017) ‘Experiences of nursing students and educators during the co-construction of clinical nursing leadership learning activities: a qualitative research and development study’ Nurse Education Today, 55, pp.90-95. Available at: https://doi.org/10.1016/j.nedt.2017.05.006

Johnson, D. W., & Johnson, R. T. (1989) Cooperation and competition: Theory and research. Edina, MN: Interaction.

Johnson, D. W., & Johnson, R. T. (2002) ‘Social interdependence theory and university instruction: Theory into practice’ Swiss Journal of Psychology, 61, pp. 119–129. doi:10.1024//1421-0185.61.3.119

Johnson, D. W., Johnson, R. T., and Smith, K. A. (1991) Active learning: Cooperation in the college classroom. Edina, MN: Interaction.

Kolb, A. Y. and Kolb, D. A. (2005) ‘Learning styles and learning spaces: enhancing experiential learning in higher education’ Academy of Management Learning and Education, 4(2), pp.193-212. http://www.jstor.org/stable/40214287.

Lenette, C. (2023) Participatory Action Research: Ethic and Decolonization. Oxford: Oxford University Press.

Loes, C. N. and Pascarella, E. T. (2017) ‘Collaborative Learning and Critical Thinking: Testing the Link’ The Journal of Higher Education, 88(5), pp. 726-753. DOI: 10.1080/00221546.2017.1291257.

Peters, J. and Mathias, L. (2018) ‘Enacting Student Partnership as Though We Really Mean It: Some Freirean Principles for a Pedagogy of Partnership’, International Journal for Students as Partners, 2(2). Newman University, UK.

Seifert, T. A., Goodman, K. M., Lindsay, N., Jorgensen, J. D., Wolniak, G. C., Pascarella, E. T., and Blaich, C. (2008) ‘The effects of liberal arts experiences on liberal arts outcomes’ Research in Higher Education, 49, 107–125. doi:10.1007/s11162-007-9070-7.

Serres, M. (2014) Thumbelina : The Culture and Technology of Millennials. Rowman & Littlefield Publishers, Incorporated. ProQuest Ebook Central. Available at: http://ebookcentral.proquest.com/lib/ual/detail.action?docID=1827533 (Accessed: 20 October 2024).

Sidelinger, R. J. and Booth-Butterfield, M. (2010) ‘Co-constructing student involvement:An examination of teacher confirmation and student-to-student connectedness in the college classroom’CommunicationEducation,59(2),pp.165-184.Available at: https://doi.org/10.1080/ 03634520903390867.

Slido (2022) ‘How to use Slido for Live Polls in PowerPoint Presentation’. Available at: https://www.youtube.com/watch?v=sUAM-5DFe6A (Accessed: 24 June 2024).

Springer, L., Stanne, M. E., & Donovan, S. S. (1999) ‘Effects of small-group learning on undergraduates in science, mathematics, engineering and technology: A meta-analysis’ Review of Educational Research, 69, 21–51. doi:10.3102/00346543069001021

Vygotsky, L. (1978) Mind and society. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1978) ‘Interaction between learning and development’, in Gauvain, M. and Cole, M. (eds.) Readings on the development of children’ Scientific American Books, pp. 34-40.

Vespone, B. (2023) ‘Co-constructing teaching and learning in higher education: a literature review of practices and implications’ Journal of Learning Development in Higher Education, 27, pp. 1-25. Available at: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/997 Doi:10.47408/jldhe.vi27.997(Accessed: 6 November 2024).

Based on the article by McNiff (1997) in relevance to posing critical questions as paramount in action research and planning, I focus on questions in classroom as a paramount value in Higher Education.

My focus of interest is set on collaborative learning in classroom. Collaborative learning is associated with gains on critical thinking skills that identify logical flaws, underlying assumptions, and drawing sound conclusions (Furedy & Furedy, 1985).Collaborative learning through Slido, which is an online application, makes me raise the question as to whether students benefit from collaborative learning through technology. Trying to merge technology in classroom as a way of peer learning, made me to integrate slido features onto power point presentation.

Drawn by the Piaget’s theory (1950) which refers to the association between collaborative learning and disequilibrium I am interested in exploring how slido could promote or delay learning among peers interaction. My role as an academic technician in psychology has added to the experience of valuing systems in conflict including values. Hence students who have divergent perspectives and intellectual diversity would be likely to be challenged in classroom, exchanging thoughts and perspectives with peers, aligning with Piaget’s theory which promotes socio cognitive conflict. Here a point of entry for action is to look at collaborative learning via peer interaction and support in classroom.This contradicts the findings of Loes and Pascarella (2017), who suggest that white students, particularly those with lower academic preparation, benefit more from collaborative learning in terms of critical thinking development compared to minority students.Hence, I am critically examining whether collaborative learning, facilitated by Slido features such as anonymous questioning, voting polls, and emotion rating, can truly benefit all students. This inquiry is particularly relevant given the potential for such tools to exacerbate existing inequalities, as suggested by studies like Loes and Pascarella (2017).

References

Furedy, C., & Furedy, J. (1985) ‘Critical thinking: Toward research and dialogue’ in Donald, J & Sullivan, A. (eds.), Using research to improve teaching (New Directions for Teaching and Learning No. 23, pp. 51–69). San Francisco, CA: Jossey–Bass. doi:10.1002/tl.37219852307.

Loes, C.N. & Pascarella, E.T. (2017)’Collaborative Learning and Critical Thinking:Testing the Link,’ The Journal of Higher Education, 88:5, pp. 726-753, DOI: 10.1080/00221546. 2017.1291257.

McNiff, J. (2002) Action research for professional development:Concise advice for new action researchers. Third edition.

Piaget, J. (1950) The psychology of intelligence. New York, NY: Harcourt.