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Classroom Presentation & Interactive System: Usability and Effectiveness

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DOI: 10.2316/P.2011.750-041

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CLASSROOM PRESENTATION & INTERACTIVE SYSTEM: USABILITY AND EFFECTIVENESS

Jinbao Zhang Beijing Normal University

• No. 19 Xinjiekouwai Street, Haidian District, 100875 China

zhangjb@bnu.edu.cn ABSTRACT PowerPoint presentations for classroom teaching, has become routine in the university teaching activities. However, there are many problems in the presentation of the application in classroom, for which researchers are developing a number of solutions. Compared to hardware solution, PowerPoint-based classroom interactive software has more advantages, and has strong promotional value. The key factor for success of software products is really to provide users with a satisfactory service, enabling users to adopt a strong will, and get a good use of effects. To this end, the present research has chosen two certain classroom interactive software (Microsoft Interactive Classroom and UW Classroom Presenter), through two pilot programs to field experience and comparative experiments, questionnaires and interviews the primary means of user willingness to adopt these products and the effect of

• satisfaction. The results show that teachers and students

after the first exposure of such software have shown a high adoption intention. They have higher satisfaction for the basic functions of the software and good reaction. In the end, the paper also discusses the software problems and the lack

• f research.

KEY WORDS Classroom interactive software, PowerPoint, interactive pplication ffect classroom, classroom presenter, adoption intention, a e

• 1. Introduction

School was seen to education workplace. Classroom is the main place for transferring knowledge, and most important learning support environment. The solution enhanced classroom is accessible concerned, particularly in the

• riental culture's country. All most everyone in China

confirms the statement of that instruction happened in classroom is more important than in other place. So the government and parent wish to have best equipment in the

• classroom. In 2009, Chinese government launches

“Classroom to Classroom Net Project” which mainly focuses on the usage of ICT in classroom. In the National Long-term Education Reform and Development Plan, ICT in classroom also has been considerably concerned. Slides projected as overheads or by computers have become a conventional and dominant feature of engineering presentations in academia, business, and professional

• societies. PowerPoint is used to make an estimated 20 to 30

million presentations every day and, depending on whose estimate you choose to accept, has between 250 and 400 million users around the globe(Alley & Neeley, 2005). Parker(2001) declared that there are great tracts of corporate America where to appear at a meeting without PowerPoint would be unwelcome and vaguely pretentious, like wearing no shoes. Although many people believe that the PowerPoint delivers contents with higher efficiency, dynamic effects and better attractions. However, on the presentation of the criticism has been going on. The criticism of PowerPoint and the traditional slide design has surfaced in a variety of specialized and general readership publications, from the Harvard Business Review and Wired to the trade journals Presentations and Successful Meetings and widely read periodicals such as The New Yorker, The New York Times, The Chicago Tribune, and the Times of London. There is also a thriving discourse about PowerPoint on the Web, most notably the weblogs www.edwardtufte.com and www.sociablemedia.com. The range of these publications and the vivid, emotional language used to discuss PowerPoint reflect the key role that PowerPoint has played in a cultural shift in the way information is presented. Stewart（2001）say WHY BAN POWERPOINT? --It's a

• monopoly. --It's inescapable.

Yale professor Edward Tufte, a sociologist and respected expert in the analysis and visual display of quantitative information, is perhaps the most prominent academic critic of PowerPoint (2003a–c and 2004). He has been a vocal proponent of a common theme in the criticism

• f PowerPoint: presentation slides that follow Microsoft

PowerPoint’s defaults tend toward reductionism because they oversimplify and fragment the subject matter. For instance, in a critique of the investigative report about the Space Shuttle Columbia disaster, Tufte (2003b) argues that traditional slides failed to characterize the risk that the ill-fated Columbia faced from its collision with debris at lift-off. These criticisms were echoed in a New York Times article by Wald and Schwartz (2003). In his essay “The Cognitive Style of PowerPoint,” Tufte (2003a) expands his criticism of the Columbia slides and challenges the use of PowerPoint in all engineering presentations. One of Tufte’s major criticisms is that the default styles of PowerPoint limit the amount of detail that can reasonably be presented. These default styles also encourage presenters to use bulleted lists that create many layers of hierarchy and ultimately obscure

Proceedings of the IASTED International Conference Technology for Education and Learning (TEL 2011) October 24 - 25, 2011 Beijing, China

98

DOI: 10.2316/P.2011.750-041

logical connections (or the lack thereof) among facts used to make an argument.(Alley & Neeley, 2005). Recently, there are many problems in higher education

• quality. In higher education classroom the “Instructor

directed, students responded and Instructor Evaluated” model is dominated, the teacher is charge of the conversation(Li Chaoping, 2009). For the reason of limited space in the classroom, the promotion between instruction and learning has changed to single direction delivery of information from teacher to students. Sound interaction in classroom is a luxury to teachers and students .With the development of PC, previous high rate behavioral action of lecture & writing blackboard replaced by lecture & presentations(Li Chaoping, 2009 ). The problems exiting in PowerPoint presentation and present higher education instruction are increasing the deterioration of the quality. Therefore, we will analysis the problems exiting in instruction using PowerPoint, explore the classroom interactive software by experience test, and get the feedback from the teachers and students by having questionnaires and surveys, understand the adoption will and the user satisfactions of using effect, and make sure the possibility of those software diffusion in higher education.

• 2. Literature
• f

PowerPoint-based Instruction Presentations

In spite of the apparent trend toward increasing the usage of more modem forms of technology in the classroom, the confluence of technology in the classroom is being debated within academe (D'angelo, 2007). Active Learning is a pedagogy that has been shown in general to be a very effective way to teach. One way to promote Active Learning is through the use of Classroom Response Systems (CRSs) – computing systems that allow giving students activities and electronically collecting the results in class (Craig Prince, 2008). Craig & Amernic (2006) addresses PowerPoint-based presentation’s four overlapping issues: whether PowerPoint led to more effective learning, the impact of PowerPoint had

• n the dynamics of classrooms, the important aspects of the

culture that accompanies PowerPoint, and How has PowerPoint affected orality, visuality and literacy. In addition, there are other researches about how to effective design, demonstrate presentation, and add-in solutions for PowerPoint. Richard(2001), D’Angelo(2007) explore students' perceptions of the value that PowerPoint in the classroom. Results indicated students seem to have mixed reactions to

• technology. Students do not always see that technology

benefits their learning. April, Robert & Gavriel ( 2009) study PowerPoint’s effects on student performance (e.g.,

• verall quiz/exam scores) in comparison to lectures based on
• verhead

projectors, traditional lectures (e.g., ‘‘chalk-and-talk”), and online lectures. Analyses considered retention of lecture information presented to students without the presence of PowerPoint (i.e., traditional lecture), auditory information in the presence of PowerPoint, and visual (i.e., graphic and alphanumeric) information displayed on PowerPoint slides. Data were collected from 62 students via quiz and questionnaire. Students retained 15% less information delivered verbally by the lecturer during PowerPoint presentations, but they preferred PowerPoint presentations over traditional presentations. Results of the present study indicated that students who attended either one of the lecture presentations (PowerPoint

• r traditional) performed better than those who did not
• attend. Uses of PowerPoint, web cast, and pod cast have

increased in university lectures to encourage student attendance and exposure to lecture material. However, the ease of preparation and distribution of information digitally does not always translate into enhanced student performance. The advantages and disadvantages have to be identified for proper use of educational technologies. No one delivery style is optimal for all content and contexts. Therefore, the blind use of a particular presentation type for all course material is not advised. For those results, someone analysis that many teachers spend mainly time on producing PowerPoint presentation, and simply repeat the content in the classroom. On the issue

• f students' unprepared questions, teacher lacks of sufficient
• preparations. Without the help of traditional teaching media,

teacher is difficult to give students satisfied with the

• response. In addition, teachers are different in familiarity

with computer, Mastery Educational Concept and Teaching Methods. making the Multimedia Teaching Design(Long Minmin, 2009).On the design of PowerPoint presentation background, layout, color, font, and media, teachers should consider some aesthetic principles, fully considering the relationship between content and form, enable students always maintain adequate interest in the learning process. The students reflected some teachers pay no attention to emotional exchanges with the students, while staring at the computer screen and clicking the mouse. The students are tired of listening to the speech, with fast turning slide in the dull atmosphere, hard-to-taking note, and forgetting quickly. This shows that it is very necessary and urgent to improve the function of PowerPoint, and increase the level

• f classroom interaction.
• 3. PowerPoint-based Interactive Software

Solution

As the enhanced solution based on Microsoft PowerPoint, there are many state-of-art classroom feedback systems, such as Audience Response Systems, Voting Machines, Wireless Keypad Response Systems, Classroom Communication Systems, Electronic Response Systems, LG Hui Joint Display Group, Microsoft Mouse Mischief, etc. (Zhang Jinbao, 2010). Most of these systems require new hardware integrating into classroom instruction system. While with the development of Multi-touch technology, Tablet PC, electronic whiteboard are gradually introduced into classroom, and find favors in more and more education institutes’ eyes. So that verity kinds of computer system enter into classroom. Every student will be having at least 99

• ne device. How to effective management and promote

interaction between teachers and students, especially how to take notes in class, have tests, exchange information, how to attract students attention and how to effective deliver teaching content, have become the focus of attention. Those more rely on the well - designed software systems. No matter whether the solution mainly is hardware or software, their core technology are Client-Server mode. In the Server terminal, the teacher can push the teacher’s contents to student, such as instruction slides, images, documents, digital handwriting inks or tests. In the Client terminal students can browse the contents, take notes, ask the questions by text charting. As for the high market rate of Microsoft PowerPoint, the extensive solution based on PowerPoint attracts the gaze of people. For example, Classroom 2000 (Gregory, et al,1998), BIRD Note-Taking System (Evan Golub, 2003), Electronic Whiteboard (Berque, et al, 2004), UW Classroom Presenter (Anderson, 2007), Microsoft Interactive Classroom (Chris Moffatt, 2009),and

• etc. Especiall, the last two solutions are in the limelight.

Although, those classroom interactive software have different features, but there are many common characteristics, such as they can allow the teacher add notes

• n the PowerPoint slides, the student can also receive

immediately and take notes synchronize, the teacher have private area which allow the teacher browse the content or write something. The public area display is for every student. The teacher can control the broadcasting speed in the public area; the student can make determination weather synchronize teachers’ content. UW Classroom Presenter was a Tablet-PC interaction system developed by University of Washington, USA, and supported by Microsoft Academic. When used as a presentation tool, Classroom Presenter allows the integration of digital ink and electronica slides, making it possible to combine the advantages of whiteboard style and slide based presentation. The ability to link the instructor and student devices, and to send information back and forth provides a mechanism for introducing active learning into the classroom and creates additional feedback channels. Classroom Presenter 3.1 is available as of August 16, 2008. Classroom Presenter 3 is now integrated with ConferenceXP 4.1 which is a research platform that provides simple, flexible, and extensible conferencing and collaboration using high-bandwidth networks and the advanced multimedia capabilities of Microsoft Windows (Richard Anderson, 2009). One of the original intentions of developing Microsoft Interactive Classroom is to Build on the pervasive use of PowerPoint by educators, invest in experiences that make OneNote relevant to students and take advantage of technology increasingly found in the classroom – interactive whiteboards, laptops, clickers, cell phones (Chris Moffatt, 2009). Microsoft Interactive Classroom 2.0 get 4 Stars SoftSea Rating, Microsoft Interactive Classroom enhances classroom presentations by increasing student participation, helping teachers assess student comprehension, and enabling students to individuate the information presented. With Microsoft Interactive Classroom, students participate like never before while staying up-to-speed on instructor

• notes. It gives educators the power to add in-class polling

and to share lessons over a wireless network. If a teacher updates a presentation, students capture the notes in real-time via Microsoft OneNote. Microsoft Interactive Classroom helps interaction and collaboration between educators and students by enabling the creation of classroom polls using PowerPoint, and sharing content with students using OneNote. Educators can insert a multiple choice, yes/no, or true/false polling questions to lessons using

• PowerPoint. Students who have laptops running Microsoft

Windows and OneNote receive the polling questions and teacher annotations in real-time within their OneNote

• Notebook. In addition, students can add their own notes to

the slides using the features provided in OneNote. They can also respond in real-time to the questions during the lesson. Students without laptops can participate in polls using hardware clickers. This gives educators real time feedback

• n how well their students are grasping their lessons.

Degrees in influencing the adoption of the software and hardware have a significant difference. Compared to hardware solutions, software solutions cost and use has significant advantages, which are considered more possible to promote and popularize. In addition to marketing channels, pricing, advertising, brand and other factors that affect software adoption, the software performance(functionality, reliability, maintainability, service life, etc.) and quality of service (product appearance, comfort, human-computer interaction of after-sales service, etc.) are the two key factors which make the software continued to be used by the customer. Among them, the impact of the quality of services is even more than the performance quality. （Zhang Yancong，2006）Therefore, the research and development of high quality software, and provides a high level of service is the key for a software solution to success.

• 4. Research Design

Choice for the college classroom required for proper installation and configuration of educational software is to promote the quality of university education and university education reform. For ordinary users and students, who usually have less access to classroom interaction software ,so their first exposure to the software reflect the reference value of it. Therefore, this study takes Interactive Classroom (IC) and Classroom Presenter (CP) as examples. And to discuss whether the function of voting and noting synchronized with the teacher’s Power point Presentation can allow students and faculty good integration into the classroom, and investigate the adoption intention and user experience in college. 4.1 Research Content This study used experimental method and research method. Due to the limitation of experimental conditions, this study has not been using a certain software, but take respectively 100

Interactive Classroom (referred to as IC) and the UW Classroom Presenter (referred to as CP) as examples, study the adoption intention and application effect to the interaction of students. The study is divided into two parts: (1) The study on IC is to investigate the adoption intention, the purpose of the experiment are verifying the availability ,functions and needs and functional completeness of IC. (2) The study on CP is to investigate the application effect of classroom interaction software. Experiments mainly through direct use of PowerPoint in the classroom lectures and presentations in class using the CP compared to the whole process of teaching observation and recording carried out to determine the behavioral responses of students and get feedback through questionnaires to understand the students after using these tools only the difference between PowerPoint presentation to determine whether the use of CP to increase the convenience of the students taking notes and the effectiveness of teacher-student interaction. This study is designed to test whether the two software can promote classroom interaction, meanwhile whether it can help students to better record and organize notes and the adoption attention. 4.2 Research Process 4.2.1 Research Process of Adoption Intention of IC

Experimental Study of IC is adopted by the Asian Development Group and Microsoft Interactive Classroom for Office2010 development team in cooperation. Experiment is organized by

Microsoft staff organization, respectively, using separate networks and experiment with Beijing Normal University campus network, a total of 31 people participate in the experiment, who are Educational Technology. 23 of who are graduate students, 6 PhD students, 2 visiting scholars. By under guidance, at the campus network environment and wireless networks to use IC, researchers collects student reactions on software operation, performance, efficiency, effectiveness and others to investigate the demand for IC of students, data collection using questionnaires and group interviews. Users of this experiment are in use throughout IC to interact with teachers. First Microsoft experts introduce IC R & D background and main features then experiment and the collective interview. Finally, collect feedback through completed questionnaires. Specific steps are as follows: 1) In an independent network environment, the Microsoft staff through a PowerPoint presentation describes the development of IC background and basic functions, students and teachers participating in the experiment to use the software features. 2) In the campus network environment, the tested use IC

• f the vote, notes and other functions.

3) The researchers collect the experimental comments and questions by group interview. 4) The tested completed the questionnaire, the researchers gather more feedback. 4.2.2 Application Effect

• f

CP in Contrast Experiment Comparative experiment of CP applications is carried out in class of multi-media technology of undergraduates of Beijing Normal University. A total of 36 people participate in the experiment. Of which there are 32 valid questionnaires, in which 15 boys and 17girls. The questionnaire investigate the situation mainly from the

• verall impression, taking notes and teachers and students

interact with aspects of the situation. In this experiment, teaching media as independent variables, divide classroom into using only the PowerPoint presentation software and classroom supported by CP, student learning and classroom behavior as the dependent

• variable. The first and the second phase of the experiment,

the teacher teaches the same material and there are a true-or-false and a multiple-choice question for students to answer in both two phases. 1) The first phase. Teacher explain the knowledge to students through the PPT, and ask question (a multiple choice and a true-or-false question) in the process, researcher observe and record student behavior and performance. 2) Students download and install the software under the guidance of teacher, and take a rest. 3) The second phase, the teacher explain knowledge to students through the CP software, and ask question (a multiple choice and a true-or-false question) in the process, researcher observe and record student behavior and performance. 4) The distribution of the questionnaire. Experiment questionnaire are issued to the students to collect student feedback. 5) Questionnaires. Researcher collects questionnaires and thanks. End of the experiment.

• 5. Data Analysis

5.1 The ata of doption ntention D A I According to satisfaction surveys, most people are relatively satisfied with the overall impression, operating convenience, interaction, interface style and speed of IC. In the experiment, the use of independent networks is more likely to join; the use of the campus network, due to network problems, the impact speed is limited. Because IC is based on the OneNote software, so the study also investigated the cognitive study of OneNote. Before this trial, many people is not very familiar to OneNote, some only heard but unused it. After using the IC, when asked whether it will promote the use of OneNote, 65% of people think it will, that may be 32%. This shows that the software aroused our interest. All the activities involved in this study have reflected teachers have to understand the needs of their own problems, but usually only 7% of students in the class immediately made to the teachers. Traditional teaching mode, the problem cannot be sent to teachers is why it is so hard to resolve this situation. Through the trial of IC, those 101

surveyed consider that this problem can be significantly improved. In the investigation of ways to taking notes, it shows that they not only record in the traditional way of notebook paper, but also have the habit of taking notes by computer. Taking notes in the aggregate common software, found that students tend to use the software, including Word, Notepad, Outlook, sound recordings, recorded video, mind maps in many ways. Thus, in review of electronic notes, it is usually confusion and arbitrary. For the need of the classroom lectures and notes for sharing, most people (60%) have expressed the need. This shows that there are students need to communicate. Regrettably, however, the current IC do not have this feature. Students also give a lot of suggestions. For example, a separate area proposed to set the notes to avoid inconvenience to teachers, taking notes on the control switch problem; proposal to increase the time to send notes to teachers and issues of function; increase in addition to other types of multiple-choice questions; increase in bulk Notes Save function; increase discussion among students through the network function; increase in the operating record of the process of teacher functions, and so on. We can draw the following conclusions: 1) The software is better interactive features, convenient compact, high student satisfaction, that such software can facilitate interaction and more practical; 2) The paper notes is difficult to re-organize, easy access to the students, students expect to record electronic notes; 3) Answer questions anonymously can increase the number of students to answer questions which can help teachers collect student feedback; 4) Most students want teachers to know there are problems, but the traditional model and difficult to take care

• f the needs of each student, using interactive software can

improve such situations; 5) Students hope to communicate with the students through the network; 6) PowerPoint control the behavior of teachers, students will take notes and sometimes inconvenient. 5.2 Teaching Effectiveness Data Through observing the actual classroom using of CP, we collect the statistical data listed in Table 1. Obviously, the students listen carefully after using the CP significantly increased the number of people. Table 1 CP est tudent erformance tatistics . T S P S

Stage Behavior not use CP in class using the CP in class Number Percentage Number Percentage Listened to the lectures 3 8% 16 42.1% More normal 2 5% 20 52.6% Do their things 33 87% 2 5.3% Answer multiple-choice questions 1 2.6% 35 92.1% Answer True

• r false answer

15 39.5% 31 81.6%

From a practical aspect on the questions, in the first phase of answering multiple choice question, only 1 (2.6%) raised their hands, and the answer is wrong, in true-or-false question, there were 15 (39.5%) in answer to, 5 of 10 are wrong. In the second phase, the teacher asked multiple-choice questions, there were 35 (92.1%) participated, 12of 23 are wrong, in true-or-false question, there are 31 (81.6%) participated, 13 of 18 are wrong. Number of participants has increased significantly. In the first phase, teachers only use PowerPoint to explain, 90% of the students do their things; mainly QQ chatting, watching videos, reading comic books , browsing the web, playing games, talking, sleeping, etc.; in the second stage, most people participate in classroom activities, Figure 1 CP satisfaction survey results . . 102

interaction with teachers, only a small number of students browsing pages. The number of people taking notes has increased. It can be seen in the CP software, student has increased enthusiasm to participate for learning, while the number of people involved in answering questions and taking notes have also increased. From feedback from the questionnaire, students agreed that the CP software interesting and useful, simple and convenient which can promote the interaction and communication between teachers and students, and can be easily downloaded for after-school learning. The figure shows, the overall impression of the students

• n the CP, operating convenience, interact, interface style,

and the feelings are fuller of notes. This shows that CP students that meet the cognitive interactive software to increase the students passion for learning. When asked about the manner of taking notes, 25 people (78.13%) have a choice recorded in the notebook paper, but asked whether the habit of finishing note, only 5

• r 20% of people will always finishing; have 26 people,

81.25% of people only occasionally organize notes, moreover, there is a person never made notes. It can be seen, even if many people remember the paper notes, but also rarely finishing. Paper notes do not like word documents, audio, video files, as drastic changes, while the poor reusability is likely the important reasons that students do not often organize notes. Where in the CP notes with the mouse and keyboard feel, more than half of the students expressed satisfaction with the attitude of others remained neutral. When asked if he ever hope to CP or similar software is often used when more than 90% of students indicated support for that student notes for non-paper recording a certain interest. According to the experimental observations shows that the behavior of middle school students, the students raised their hands to answer questions, a network ballot substantial increase in the number of students when answering the questionnaire, most students tend to Anonymous way to answer questions, therefore, CP software to receive feedback from students to teachers to change their teaching strategies are of great help. Students have problems in class, most students (60%) wanted teachers to know and live in the following answer penetration of lectures, but if there are problems ,they all raise their hands each class will be very easy to fall into confusion, and because students generally do not like to raise hand so far from reality. Therefore, the previous class, teachers often tell their own pace, collecting less than the problems of students, but in the interactive software, students can send messages to teachers, transmission problems, so that teachers would be better. In addition, some students thought that CP software also has some implemented features; the process of teacher lectures cannot be recorded. More than 80% of people like to communicate with the students findings. These problems may be improved in the future. Through interviews with instructors, researchers found that teachers in basic recognition of the software. He said: 1) The use of PowerPoint presentations facilitates the liberation of secondary education teachers greatly. Using PowerPoint software to teach, teachers have become accustomed to the way. PowerPoint presentation has a rich variety of media forms: teaching capacity expansion, teacher-paced, teacher-based instruction for mode. But use the PowerPoint presentation to teach, many teachers

• ver-emphasize aspects of courseware, thus ignore the

teaching activity design. Students are often difficult to take notes on the teaching content of the memory is not profound, not to provide students the space to think and question, not smooth teaching effectiveness, classroom teachers, teaching

• ften becomes a person performing the process, students can

feedback to teachers questions teachers cannot effectively

• btain feedback from students.

2) Teachers think that CP software will lead teachers to focus the writing on the blackboard in the teaching process (handwriting, keyboard input, etc.), question and test can be seen if their questions use other links. Support Active Learning test, difficult issue to control, whiteboard, and

• ther functions are better, but there are still areas for

improvement: If not for the process of teaching students to design the evaluation function, not design student account, there is no record of student scores, statistics and analysis functions; does not support the PowerPoint animation features, the process of teaching different types of documents, such as white board, testing, student problems and so on. 3) Teachers think that because the reasons for using the PowerPoint presentation, students are usually passive acceptance, it is difficult to digest course content. Teachers usually want to get feedback, just ask "follow me", the classroom interaction and effective implementation more difficult. 4) Teachers think that in the teaching process, teachers added a lot of writing on the blackboard, and stressed a lot of knowledge; these PowerPoint presentations are not reflected. So if someone do not take notes in class, just want to copy after-school is not desirable. The CP software just can solve this problem.

• 6. Conclusion

6.1 Using Intention Those two experiments show that the students using the interactive software have higher satisfaction; their intentions

• f use are also strong. The software’s function of real-time

dynamic pushing content allow students to add notes and improve the students' passion for learning so that students pay more attention to the learning process. 6.2 Software Effects It can be seen from the experiment, although the interactive classroom software has some problems to be solved, but the

• verall effect is user friendly. Most of the students and

teachers are satisfied with the results. 103

The software can promote interesting and useful interaction; increase the students' passion for learning so that students have the better concentration; students have higher expectations to take electronic notes. And answering questions anonymously can increase the number of students to answer. Most students want teachers to know their confusions, but in the traditional model, the teachers are difficult to take care of all students’ needs. Use of this software can improve the situation; quiz can be inserted at any time, which will help teachers assess the classroom’s effect.

• 7. Discussion

7.1 Shortcomings of oftware S According to feedback from students and teachers, the researchers also found that there are shortcomings in the

• software. For example, it is inconvenience that teachers

control the switch of taking notes; there is no fixed format of electronic notes; the PowerPoint presentation as a picture sent to student’s client cannot be copied; notes cannot be stored in batches, etc. The teachers think that the ideal teaching environment should be able to support complex classroom teaching, such as teachers can achieve the implementation

• f

synchronization based on any electronic interactive teaching materials, pushing teaching information to the students with a display terminal, distributing classroom tests, collecting student questions, answers, learning satisfaction data, supporting multi-mouse, multiple voting and multi-touch screen operation. 7.2 Shortcomings

• f Research

In this study, due to various constraints and limits, there are some issues still needed to be overcome in the future

• research. Specific issues include:

1) Due to various constraints, students in one college, cannot represent the variety of all students; 2) Students may be worried that the questionnaire was recorded cases, there is nobody answer dissatisfied, very dissatisfied, do not want to or really do not want; 3) The guidance of teachers may lead the students’ feeling and impression on the software from the beginning; 4) The freshmen as tested students do not represent the situation in all grades; As technology continues to improve, the software will continue to improve. In the near future, the software will meet the various needs of teachers and students to achieve truly individualized teaching, teacher-student interactions. The teaching efficiency will be improved.

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