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Uses of Mentimeter

Mentimeters have many uses in many different situations, such as activating students during a lecture, voting on topics of discussion at a meeting or to gather ongoing feedback. However, flexibility can create challenges unless you are careful.

Activate students with the help of Mentimeter

Mentimeter is a great way to activate and interact with the students and avoid otherwise passive teaching situations. The students answer Mentimeter questions anonymously, which can lead to more students feeling comfortable with answering than otherwise. The anonymity also helps if you let students ask questions through Mentimeter, as it is easier to ask “stupid” questions anonymously.

It is also straightforward for students to get started with Mentimeter. When talking to KTH students, the feedback has been positive; students seem to think the tool is intuitive and easy to use.

The flexibility of Mentimeter

Teacher stories: "How Mentimeter can support your teaching and students learning"

How to use Mentimeter in your teaching! A presentation of the tool and examples from a teacher. (Lunch 'n' Learn: Webinar 2021-05-11).

Watch the recording of the webinar on Mentimeter (in Swedish, KTH Play)

Mentimeter can be used for so much more than just checking if the participants understand your presentation.

For example, use Mentimeter to:

  • Continuously collect feedback
  • Making polls, for example about what topics to continue discussing
  • Brainstorming ideas to use as the basis for a possible discussion
  • Letting participants discuss Mentimeter questions in smaller groups.

Mentimeter questions work well as the starting point for discussions between participants instead of just collecting their individual opinions, which leads to a discussion that is easy to follow up.

Remember to show the participants that you are interested in hearing the result of their discussion, and it can be helpful to explain how the discussion will be followed up before they start.

Another positive effect is for example that you can, in real-time, notice if there are any areas of knowledge that needs repetition, both on individual and group level.


Different factors could challenge the efficiency of using Mentimeter in, for example, teaching. Mentimeter might not work as well as expected if you:

  • does not have a clear strategy as to why you are using Mentimeter
  • asks questions that do not provide enough of a cognitive challenge
  • asks too many questions
  • only tests the students’, or meeting participants, memory and ability to recall information
  • does not follow up on controversial or difficult questions.

The challenges above was inspired by the list of challenges at Uppsala University.

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Page responsible:Marianne Norén
Belongs to: KTH Intranet
Last changed: Sep 07, 2021