26 Current Advances in Geoscience Education Research (Posters)
This session will highlight empirical research being done in the field of geoscience education. We welcome submissions from geoscience education researchers at all career stages to showcase projects that highlight current areas of interest in the discipline.
Sunday, 19 October 2025
8:00 AM - 5:30 PM
HBGCC, Hall 1
Enhancing Engagement and Performance in Large Introductory Geoscience Courses Through Nearpod Integration
Paper number: 26-0
Program: Technical Sessions
Time: 8:00 AM – 8:00 AM
Authors
Abstract
Large-enrollment geoscience courses often struggle to maintain student engagement, particularly when taught in traditional lecture formats. This study evaluates the effectiveness of Nearpod, an interactive teaching platform, in promoting participation and improving performance in two introductory geoscience courses, GEOL 1407 and GEOL 1408, at a regional public university classified as a Carnegie Mellon R2 institution. Nearpod was implemented throughout the Fall 2024 semester across 20 total class sessions, incorporating tools such as real-time quizzes, collaborative boards, and gamified assessments like Time-to-Climb.
A mixed-methods approach was used to assess the impact of Nearpod on student learning. Survey data from 114 students revealed a marked increase in comfort using the platform over time and strong agreement that it enhanced engagement. Time-to-Climb emerged as the most popular feature, with students reporting that its visual and competitive elements helped reinforce concepts. Performance data showed higher average quiz and exam scores in sessions where Nearpod was used compared to traditional formats. One exception highlighted that single-use exposure did not yield measurable gains, suggesting the importance of consistent integration.
While technical barriers such as internet connectivity were noted, students overwhelmingly recommended Nearpod for future classes. These findings support the adoption of interactive technology to improve engagement and learning outcomes in large classroom settings. The study adds to the growing body of research on scalable, student-centered teaching practices in geoscience and provides a practical model for integrating digital tools in introductory STEM education.
Geological Society of America Abstracts with Programs. Vol. 57, No. 6
doi: 10.1130/abs/2025AM-412121
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