Using a Student Response System (SRS) to fostering learning: analysis of different types of questioning

In recent times, also following the pandemic emergency period, many universities have moved towards a process of rethinking teaching practices, offering stimuli and support to the teachers in testing new tools and methodologies, especially towards hybrid solutions. Particular attention is paid to digital learning tools that can encourage participation and interaction by students, thus overcoming transmissive approaches. This contribution focuses on the didactic experimentation of a Student Response System, conducted at the University of Florence in the a.y. 2020/2021 and 2021/2022, where 10 teachers from different disciplinary areas and about 300 students were involved. The didactic and participatory potential of this tool was investigated with a view to formative assessment, distinguishing four possible models of use, characterized by different timing, types of questions and purposes. Findings provided by professor experience and a survey among students show the positive value of this tool, which in its simplicity still manages to stimulate student involvement, with possible effects on attention, motivation and learning.