Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom

To stimulate classroom interactions, this study employed two different smartphone application modes, providing an additional instant interaction channel in a flipped classroom teaching fundamental computer science concepts. One instant interaction mode provided the students (N = 36) with anonymous feedback in chronological time sequence, while the other showed their feedback by “like” ranking (N = 26). The behavioural patterns of undergraduates using these two different modes were compared. The results showed that the like-ranked feedback deepened the interaction between asking and answering questions, reduced the number of irrelevant messages, and increased attention to questionable messages. The students using the like-ranking mode also received more encouragement during the flipped classroom discussion activities.