by Anthi Chondrogianni, Lecturer, School of Economics
Group dynamics and relationships in a class is one of the most important factors of student engagement, but also the most elusive. The success or failure of a lecture, seminar or tutorial often depends on the underlying atmosphere and eagerness of students to interact with each other, be exposed and actively participate. To create a friendlier, more relaxed atmosphere, I used Catchbox, a throwable microphone, in some lectures, which greatly improved student (and lecturer) spirits.
Catchbox was launched in the summer of 2014 and has been adopted by an increasing number of universities including Harvard, Stanford and the University of Edinburgh. In recent years it has become increasingly popular in conferences and corporate events (e.g TED, Google and more) thanks to its playful nature and appearance. The microphone has a brightly coloured, soft, plushy cover and weighs less than 400 grams. Students can throw it to each other across the room or hold it in their laps or hands and use it. The cover acts as a cushion but caution throwing is highly advised. The microphone is compatible with most operating systems and can be connected directly to a desktop/laptop or indirectly to an audio system. Mobility is not an issue, since the equipment (microphone, cover, receiver) can fit in a 25x25cm box and weighs below 600gr.
I was able to trial Catchbox and collect feedback from conference participants where it had been used. Audience participation in conferences is quite high, and the microphone was able to quickly reach any person in the room. It can also be used in panels or discussions instead of clip-on microphones as well as in less conventional locations, since a laptop with a connected portable speaker and Catchbox can cover a wide outdoors area. Currently, some conference organisers allow speakers to book or rent the microphone in advance. The microphone allows for easy, audible and direct interaction. More than one Catchboxes can be connected simultaneously for a wider conversation and number of interactions.
The teaching activities that benefit the most from this technology are Q&A sessions, debates and group work, which require communication. Students found Catchbox to be much less intimidating than a regular microphone due to its toy-like, relaxed appearance, and the physical action of passing or throwing the microphone acted as an excellent icebreaker and set a friendlier tone for the whole session. Simple movements, like standing up or turning around, are known to increase concentration, mental alertness and attention, and frequent use of Catchox can provide exactly that component. Students were thus more likely to be in a better mood, more engaged and more likely to participate and ask questions, which might be stressful for some.
Finally, the device can help with the common hybrid teaching issue of online users not being able to hear questions from in-person attendees. Using the microphone allows students streaming live or watching a recording to hear the questions and the presenter can address the question directly, without a need to repeat them, which might unintentionally change the spirit of the question.
During trial, I had the best experience when Catchbox was connected on the same device/setup for every use because audio issues are less likely to arise. Some issues with connectivity and audio quality were observed. On conferencing software such as Zoom or Teams, issues like the user not receiving audio from the microphone (sometimes the computer might recognize Catchbox as headphone) or the participants not receiving audio from the user were resolved from the Windows control panel settings. Audio systems, especially older ones, are more likely to cause issues when connecting the microphone than computers and it is important to test and check compatibility in advance. During a recorded session, audio from an operating microphone might not have been captured, or static and buzzing might appear. In a university setup, this might require contacting IT or changing the audio system. Laptop compatibility and performance was mostly without troubles, however.
In 2019/20 the University of Bristol trialed Catchbox in the Social Sciences Lecture theatre. Unfortunately, most staff and students did not have the opportunity to use it due to Covid. I am hoping that soon it will be safe to use in lectures, so we can see the benefits such a tool can bring to the educational process.