Firstly the issue of ‘speed’ (in terms of the delays caused when accessing the software) was reiterated on virtually all students’ forms when reflecting on Socrative use; this was the case for both computer and mobile ‘phone access. Clearly, therefore, speedy access is key to maintain students’ momentum – bandwidth issues caused the problem, but this will almost certainly be the case with any software package. Secondly there was some discussion on the repetitive nature of the questions, but little agreement as to whether or not this was a beneficial way of learning! As the students in this group will need to answer approximately 60 questions in a multi-choice exam situation in two months’ time, practising ‘standard format’ questions is clearly necessary. What this appears to reveal is that the initial excitement at accessing information via a different means is clearly a short-term one! If the style of the question remains the same, dissatisfaction will arise whatever the delivery method. Finally the area of ‘feedback’ was contentious – yes, it was instant, but answers were merely acknowledged as being right or wrong rather than providing any additional help or guidance.
Regarding EdPuzzle, access proved less of an issue and this clearly dissipated some of the dissatisfaction felt by the students when attempting to use Socrative! The majority of the students preferred the visual message facilitated through EdPuzzle and many stated that they could remember far more because of the interaction with the video. Most students felt that this method of delivery would lend itself to a number of different subjects, but clearly recognised that ‘Worldwide Travel & Tourism Destinations’ AKA ‘geography’ (with its visual element) was particularly suitable for this method of delivery. Regarding feedback, students were generally less satisfied with the delay between completion of the task and receipt of the results and seemed to suggest that this delay caused them to doubt their original answers.