Assessing audience response systems using task-technology fit

In order for the information technology to have a positive impact, the technology must be utilized and must be a good fit with the tasks it supports. Audience response systems (ARS) are a tool to increase active learning and gather immediate feedback from the audience in real time. The aim of this paper is to explore the perceptions on the leading pedagogy and practices for using ARS technology in the classroom. This study also highlights the importance of the fit between technology and users´ task. The sample learning institution is Adni International Islamic School. This research used survey method to determine the perceived fit of ARS in secondary computer studies class. The Task-Technology Fit [1] theoretical model was used to assess ARS technology. The finding from the study suggest that, the data presented by the audience response system technology is current, right type and level of data, understands the meaning of the data, perceives the systems as working and reliable, easy to use, well trained to use the system, use the system for ambiguous tasks, and feels that the system positively impacts the students. As a result, the students believed that ARS have high perceived fit in the classroom.