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.
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