Learner perceptions of a GSRS in a problem-based learning context

The widespread impact of clickers in enhancing positive learning experiences and outcomes is well-recognized in general education and foreign language teaching. This study investigated how learners' characteristics influence their views on using Game-based Student Response Systems (GSRS) in a Problem-Based Learning (PBL) environment, thereby enriching our understanding of GSRS perceptions. Seventy-one Korean university students participated, using the game-based clicker, Socrative, to learn about American cultures through PBL teaching methods. The research explored whether learner attributes such as gender, learning style, and academic discipline were factors in varying student perceptions of GSRS-enhanced PBL experiences. Data were collected through an online questionnaire at the beginning of the semester to gather students' demographics and another online questionnaire at the end of the semester to investigate students' perceptions of the PBL classroom experience with GSRS. The findings revealed that neither gender nor academic discipline had a significant effect on students' perceptions. However, learning style played a crucial role in shaping their views. Students with a strong preference for collaborative learning demonstrated higher mean scores in cognitive aspects (e.g., critical thinking skills and learning benefits) and affective aspects (e.g., motivation and engagement) compared to those who preferred individual learning. This underscores the importance of accommodating various learning styles to enhance the effectiveness of GSRS in PBL environments, leading to a more inclusive and successful educational experience.