Audience Response System [ARS]

• Unit: MN20034 Marketing Communications
• Department/School: School of Management
• Level: Undergraduate

• Unit Tutor: Peter Nuttall
• Keywords [pedagogical]: large-group-teaching
• Keywords [technical]: audience-response-systems, ars

Background

Aims and objectives of the lecture
The overall aim of the session was to increase the students understanding of how brand appeal to consumers through the catalytic effect of traditional advertising methods. To do this, ARS was used to first find out more about the students’ perceptions of some of the best known brands that use advertising as a key communication tool. Ultimately the session led to a discussion surrounding brand resonance and the attachment that students felt towards brands by virtue of the congruence between the values attached (promoted) to the brand and their own value set.

What actually took place?
The clickers were distributed at the start of the lecture and asked not to use them or play with them until instructed to do so. 15 minutes into the lecture session, the students were shown a series of brand logos and then asked to respond to several questions about brand values. The results for the class were discussed after each ‘value’ was voted on and revealed. The last slide asked for something that required more thought and it was noticeable how much extra time the class took to answer.  I collected the clickers at the end of the lecture from ach student as they left the theatre (this did delay their departure slightly).

What was the role of the technology? What did the technology add?
Coming relatively early in the lecture, the original motivation for using the technology was not as pertinent, i.e. giving the students a ‘break’ from the more formal lecture mode. However, coming early in the lecture had the effect of creating a more interactive atmosphere and expectation from the start – which prompted more in-depth discussion as the lecture continued after the exercise.

Outcomes

Were the objectives met?
It certainly got the students thinking about the role of brands and more specifically the notion of brand resonance.

How did the students find it?
I did sense some surprise at the use of such ‘populist’ / voxpox type technology in a lecture and felt that some adapted to this new ambience more quickly than others. I overheard one comment that seemed to question the legitimacy of such an application – ‘I thought this was a lecture’. However, comments I received as people left at the end of the lecture suggested a generally positive and in some cases, excited and very appreciative, attitude.

Were there any unexpected outcomes?
The lack of admission to answering in a certain way when asked – which underpins one of the essential benefits of such a system – its anonymity.

What tips do you have for others?
Book/plan well ahead. Plan the lecture slides and give thought to how you are going to make sense of the ‘findings’ – i.e. make sure the live results can be tied explicitly to the lecture’s overall aim and learning outcomes and avoid using just for fun. Think carefully about the in-class logistics of distribution and collection.