Large university classes often face challenges in enhancing active learning, repetition and feedback in the classroom which are essential for promoting student learning. In this study, we evaluated the implementation of digital tools (lecture recordings, question tool, classroom response system and virtual reality) regarding their perceived impact on active learning, repetition, and feedback in a large university class. The study applied a mixed methods design and collected data from a survey (95 students) and focus groups (11 students). The results show that students enjoyed using the tools because they enriched the lecture. However, students perceived differences regarding the impacts on active learning, repetition, and feedback. The perceived impacts of the classroom response system and the lecture recordings were rated high whereas the perceived impacts of the question tool and the VR modules were rated lower. Recommendations on how to use these digital tools in large classroom settings are provided.

大型大学课堂在加强课堂主动学习、重复和反馈方面经常面临挑战，这对于促进学生学习至关重要。在本研究中，我们评估了数字工具（讲座录音、问题工具、课堂响应系统和虚拟现实）的实施，评估了它们对大型大学课堂中主动学习、重复和反馈的感知影响。该研究采用混合方法设计，并从调查（95 名学生）和焦点小组（11 名学生）中收集数据。结果表明，学生喜欢使用这些工具，因为它们丰富了讲座。然而，学生对主动学习、重复和反馈的影响存在差异。课堂响应系统和讲座录音的感知影响被评为高，而问题工具和 VR 模块的感知影响被评为较低。提供了有关如何在大型教室环境中使用这些数字工具的建议。