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MON: Evaluation of game-based SRS (Student Response Systems) as OER and examples of open practices in secondary education (Ognjen Vukas)

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Ognjen Vukas
20 January 2019

I intend to explore the theme of innovation in the world of edtech start-ups such as the popular quizzing applications Kahoot, Quizlet Live, Socrative and Quizizz (Rose, 2017), and assess their suitability to support open practices in secondary education. 

Education is the third most popular category in the Apple iOS App Store (Statista, 2018). This illustrates the growth of the market in edtech apps and services, which is also evident from the billions in venture capital funding that thousands of edtech start-ups have attracted (Berger, 2017). Many of these start-ups have adopted strategies which rely on freemium business models and user generated content. Game-based SRS have used gamification and the BYOD (Bring Your Own Device) trend to achieve widespread adoption, especially in secondary education. These apps build on the tradition of Electronic Voting Systems (EVS) or clickers which first appeared in the 1960s and since then have been used in both HE and in compulsory education (Deal, 2007). 

From the open education perspective, these are interesting developments as edtech companies are creating platforms for the free sharing of resources amongst teachers and other training practitioners. The vast majority of 51 million public Kahoot quizzes (Harrell, 2018) or 300 million Quizlet study sets (Quizlet, n.d.) are created and shared freely by their users, teachers and learners, although they have both started to offer resources from educational publishers (Kolodny, 2017).

I intend to evaluate these services against the five Rs of OER (Weller, 2014). I also intend to explore the impact commercial interests and market forces can have on openness, including the following issues: ownership of user-generated content; ability of users to retain their data in cases of acquisitions, ownership changes or services shutting down; interoperability and reusability of content between different apps and services; and whether these apps contribute to wider adoption of open practices.

As an exploratory part of the project I intend to create an outline of a website which will present the results of my investigations into the openness of game-based SRS applications; advice and information on interoperability and reusability of content between different apps and services; and advice for practitioners on how to protect their data and ensure they can retain it.

My presentation will present the results of a literature review of SRS in relation to openness, the results of an online survey of practitioners using game-based SRS and the outline of the advice and information website. 


Berger, R. (2017) “Are Education Startups The New Dot Com?,” /Forbes/, 19th January [Online]. Available at (Accessed 25 November 2018).

Deal, A. (2007) ‘Classroom Response Systems, A Teaching with Technology White Paper’, Office of Technology for Education, Carnegie Mellon University, [Online]. Available at http://www. (Accessed 2 July 2017).

Harrell, E. (2018) “Kahoot! reached 70 million unique users on its platform,” /Kahoot!/ [Online]. Available at (Accessed 25 November 2018).

Kolodny, L. (2017) “Popular study app Quizlet faces a moment of truth as a new school year begins,” /CNBC/, CNBC, 23rd August [Online]. Available at (Accessed 25 November 2018).

Quizlet (n.d.) /About Quizlet | Quizlet/ [Online]. Available at (Accessed 25 November 2018).

Rose, J. (2017) ‘Best Games Like Kahoot 2017 - Top Alternative’s for Kahoot’, /, 14 April [Blog]. Available at (Accessed 10 September 2017). 

Statista (2018) /Apple: most popular app store categories 2018 | Statista/ [Online]. Available at (Accessed 25 November 2018).

Weller, M. (2014) Battle for Open: How Openness Won and Why It Doesn’t Feel Like Victory [Online], London, Ubiquity Press. Available at DOI: (Accessed 26 October 2017).

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