Leveraging Interactive Learning by Integrated Assessment Software in EdTech: Enhancing Sustained Learning Outcomes with Mentimeter

Authors

  • Sujata Pravin Shinde Deshmukh IGI ISBS PGDM, Tathawade, Pune
  • Vinay Kulkarni D Y Patil College of Engineering, Akurdi, Pune
  • P Malathi D Y Patil College of Engineering, Akurdi, Pune

DOI:

https://doi.org/10.16920/jeet/2025/v38is2/25003

Keywords:

Classroom Assessment, Integrated EdTech, Mentimeter, Statistical Analysis, Pre-Class, SDG4

Abstract

The advent of Educational Technology (EdTech) has transformed traditional pedagogical approaches, introducing innovative tools that enhance engagement and learning outcomes. This paper explores the application of Mentimeter, an interactive presentation software, in educational settings. By integrating features such as live polls, quizzes and word clouds, Mentimeter fosters a more interactive and participatory learning environment. The study investigates how real time feedback and immediate assessment capabilities enable educators to adjust their teaching strategies dynamically, thus catering to individual student needs and promoting active engagement in learning. Additionally, the paper examines Mentimeter’s role in increasing inclusivity and accessibility, allowing anonymous participation and accommodating both in person and remote learners. The analysis includes data-drive insights derived from student responses, highlighting the tool’s effectiveness in improving student engagement, collaboration and overall learning outcomes. This research contributes to the broader understanding of how interactive presentation software can be utilized within the EdTech framework to enhance educational experiences and support data driven instructional practices. The findings underscore the potential of interactive presentation tools in digitizing modern education, making a compelling case for their widespread adoption in classrooms and beyond.

Downloads

Download data is not yet available.

Downloads

Published

2025-05-12

How to Cite

Deshmukh, S. P. S., Kulkarni, V., & Malathi, P. (2025). Leveraging Interactive Learning by Integrated Assessment Software in EdTech: Enhancing Sustained Learning Outcomes with Mentimeter. Journal of Engineering Education Transformations, 38(2), 14–22. https://doi.org/10.16920/jeet/2025/v38is2/25003

Issue

Volume 38, Special Issue, ICTIEE 2025, January 2025

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

References

Al-Ansi, A. M. (2022). Investigating Characteristics of Learning Environments During the COVID-19 Pandemic: A Systematic Review. In Canadian Journal of Learning and Technology (Vol. 48, Issue 1). https://doi.org/10.21432/cjlt28051

Andrew, M., Taylorson, J., Langille, D. J., Grange, A., & Williams, N. (2018). Student attitudes towards technology and their preferences for learning tools/devices at two universities in the UAE. Journal of Information Technology Education: Research, 17. https://doi.org/10.28945/4111

Cen, L., Ruta, D., Al Qassem, L. M. M. S., & Ng, J. (2020). Augmented Immersive Reality (AIR) for Improved Learning Performance: A Quantitative Evaluation. IEEE Transactions on Learning Technologies, 13(2). https://doi.org/10.1109/TLT.2019.2937525

Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4). https://doi.org/10.1080/00461520.2014.965823

Gokbulut, B. (2020). The effect of mentimeter and Kahoot applications on university students’ E-learning. World Journal on Educational Technology: Current Issues, 12(2). https://doi.org/10.18844/wjet.v12i2.4814

Jensen, J. L., Holt, E. A., Sowards, J. B., Heath Ogden, T., & West, R. E. (2018). Investigating Strategies for PreClass Content Learning in a Flipped Classroom. Journal of Science Education and Technology, 27(6). https://doi.org/10.1007/s10956-018-9740-6

Kohnke, L., & Moorhouse, B. L. (2022). Using Kahoot! to Gamify Learning in the Language Classroom. In RELC Journal (Vol. 53, Issue 3). https://doi.org/10.1177/00336882211040270

Madiseh, F. R., Al-Abri, A., & Sobhanifar, H. (2023). Integrating Mentimeter to Boost Students’ Motivation, Autonomy, and Achievement. CALL-EJ, 24(3).

Mayhew, E., Davies, M., Millmore, A., Thompson, L., & Bizama, A. P. (2020). The impact of audience response platform mentimeter on the student and staff learning experience. Research in Learning Technology, 28. https://doi.org/10.25304/RLT.V28.2397

Norambuena, J. M., Badilla-Quintana, M. G., & Lopez Angulo, Y. (2021). Predictive models based on the use of learning analytics in higher education: a systematic review. In Texto Livre (Vol. 15). https://doi.org/10.35699/1983-3652.2022.36310

Pichardo, J. I., López-Medina, E. F., Mancha-Cáceres, O., González-Enríquez, I., Hernández-Melián, A., Blázquez-Rodríguez, M., Jiménez, V., Logares, M., Carabantes-Alarcon, D., Ramos-Toro, M., Isorna, E., Cornejo-Valle, M., & Borrás-Gené, O. (2021). Students and teachers using mentimeter: Technological innovation to face the challenges of the covid-19 pandemic and post-pandemic in higher education. Education Sciences, 11(11). https://doi.org/10.3390/educsci11110667

Raju, R., Bhat, S., Bhat, S., D’Souza, R., & Singh, A. B. (2021). Effective usage of gamification techniques to boost student engagement. Journal of Engineering Education Transformations, 34(Special Issue). https://doi.org/10.16920/jeet/2021/v34i0/157171

Tarazi, A., & Ortega-Martín, J. L. (2023). Enhancing EFL students’ engagement in online synchronous classes: The role of the Mentimeter platform. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1127520

Tomczyk, Ł., Limone, P., & Guarini, P. (2024). Evaluation of modern educational software and basic digital competences among teachers in Italy. Innovations in Education and Teaching International, 61(2). https://doi.org/10.1080/14703297.2023.2173632

Wong, P. M., & Yunus, M. M. (2020). Enhancing writing vocabulary using mentimeter. International Journal of Learning, Teaching and Educational Research, 19(3). https://doi.org/10.26803/ijlter.19.3.7

Al-Ansi, A. M. (2022). Investigating Characteristics of Learning Environments During the COVID-19 Pandemic: A Systematic Review. In Canadian Journal of Learning and Technology (Vol. 48, Issue 1). https://doi.org/10.21432/cjlt28051

Andrew, M., Taylorson, J., Langille, D. J., Grange, A., & Williams, N. (2018). Student attitudes towards technology and their preferences for learning tools/devices at two universities in the UAE. Journal of Information Technology Education: Research, 17. https://doi.org/10.28945/4111

Cen, L., Ruta, D., Al Qassem, L. M. M. S., & Ng, J. (2020). Augmented Immersive Reality (AIR) for Improved Learning Performance: A Quantitative Evaluation. IEEE Transactions on Learning Technologies, 13(2). https://doi.org/10.1109/TLT.2019.2937525

Madiseh, F. R., Al-Abri, A., & Sobhanifar, H. (2023). Integrating Mentimeter to Boost Students’ Motivation, Autonomy, and Achievement. CALL-EJ, 24(3).

Norambuena, J. M., Badilla-Quintana, M. G., & Lopez Angulo, Y. (2021). Predictive models based on the use of learning analytics in higher education: a systematic review. In Texto Livre (Vol. 15). https://doi.org/10.35699/1983-3652.2022.36310

Tarazi, A., & Ortega-Martín, J. L. (2023). Enhancing EFL students’ engagement in online synchronous classes: The role of the Mentimeter platform. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1127520

Tomczyk, Ł., Limone, P., & Guarini, P. (2024). Evaluation of modern educational software and basic digital competences among teachers in Italy. Innovations in Education and Teaching International, 61(2). https://doi.org/10.1080/14703297.2023.2173632