INTERACTIVE ONLINE SURVEYS AS A TOOL FOR IMPROVING THE EFFECTIVENESS OF FORMATIVE AND SUMMATIVE ASSESSMENT IN HYBRID LEARNING ENVIRONMENTS

Abstract

Using a mixed-methods case study at Odesa Polytechnic National University, this article examines the impact of online interactive polling (using Vevox) on academic performance during summative assessments in a hybrid learning context. Using a mixed-methods case study approach, we analysed performance trends before and after Vevox implementation, situating findings within prior studies on engagement. The study addressed an identified gap in the literature regarding the pedagogical impact of ARS beyond student satisfaction metrics. We established quantitative changes in performance (up to 5% improvement). Moreover, we established qualitative perceptions of students and lecturers. Previous ARS studies primarily focus on engagement in diverse learning environments but rarely explore its pedagogical impact. Our study addresses this gap by examining how polling supports formative and summative assessment practices, facilitates active learning, and contributes to students’ understanding of complex topics. By contextualising these findings within educational technology research, we highlight the tool’s significance for scalable pedagogy. Based on our findings, we recommend the following pedagogical guidelines: (1) incorporate polling as a regular formative assessment tool to reinforce key concepts; (2) design questions that progressively challenge students, supporting cognitive development; (3) use polling to facilitate peer discussion and collaborative learning; and (4) combine polling with reflective activities to deepen understanding and encourage metacognition. The research purpose is to evaluate quantitatively and qualitatively the effect of Vevox on student outcomes in hybrid tertiary education, thereby informing best practices for technology-enhanced assessment systems.