Development of a Questionnaire System with a Response Analyzer


It has been increasing that the number of universities which try to give a bidirectional lecture by improving the content of it from responses of students. To achieve this, instructors need to know them efficiently and easily. Questionnaires are general methods used to grasp the situation of students. A lot of universities have been adopting them. In general, instructors collect the results of questionnaires after their classes and examine them to improve next their lectures. However, it is difficult to understand students’ questions and responses during classes since questionnaires are distributed after them. In order to solve the problem, a response analyzer can be used to make it easier to grasp students’ reactions. A response analyzer is an educational device that aggregates students’ situation and shows the results of it in real time. Instructors can fix their lectures according to them during their classes. In this study, a questionnaire system has been developed with the response analyzer. Adding to the existing questionnaires, this study’s system enables instructors to make a single-question questionnaire and let students answer it. Instructors can know the results in real time with graphs and tables. They can improve their lectures not only after classes but also during them. Although there is also a problem that many of the existing response analyzers need specific devices and introduction costs, this system can be used through a browser and is easy to be introduced to a lecture since this system has been developed as a web application.

Author Information
Hirotaka Azuma, Tokyo Denki University, Japan
Hironobu Takenouchi, Tokyo Denki University, Japan
Tatsuyuki Takano, Kanto Gakuin University, Japan
Osamu Miyakawa, Tokyo Denki University, Japan
Takashi Kohama, Tokyo Denki University, Japan

Paper Information
Conference: ACE2019
Stream: Implementation & Assessment of Innovative Technologies in Education

This paper is part of the ACE2019 Conference Proceedings (View)
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