Formative Feedback Beyond Predefined Options: Eliciting Student-Generated Concepts in Large Classes by Adding Very Short Answers to an Audience Response System

Abstract

Within appropriate instructional frameworks, Audience Response Systems (ARS) can support active learning, retrieval practice, and feedback. However, they typically rely on selecting from predefined options, which limits active answer generation and insight into students’ reasoning. In this feasibility study, we integrated very short answers (VSA) into a hybrid ARS and examined whether free-text responses can be reliably aggregated in large classes, whether they extend student concepts beyond predefined options, and how students perceive the approach. First-semester medical students (n = 326) answered 26 questions in alternating multiple-choice (MC) and VSA formats, yielding 11,561 analyzed responses. Responses were automatically aggregated, and the ten largest aggregates per question were displayed in real time to guide discussion and feedback, capturing 74.6% of all responses and 40.3% of VSA responses. Students submitted more responses per answered question in MC than in VSA (mean difference = 0.35, 95% CI [0.31, 0.38], p < 0.001). Post hoc consolidation of conceptually identical expressions yielded 7.6 distinct concepts per question within the Top10 Aggregates, with VSA responses contributing concepts beyond the predefined MC options. Respondents perceived the approach as enhancing understanding and reducing anxiety. By eliciting student-generated concepts and reasoning, including unanticipated ones, VSA integration broadens formative feedback in ARS.