Vevox: Online polls, quizzes, tests and surveys


What is Vevox?

Vevox is an online polling service designed to increase engagement and interactivity in face-to-face, remote or hybrid lectures, seminars, workshops, meetings and events. It allows for polls, quizzes, surveys and Q&A sessions to be delivered to students, colleagues and delegates on a range of devices, including laptops, tablets and smartphones. 

  • Vevox was launched in Summer 2022 and will replace the College's Turning Technologies (Clickers) service

  • Vevox is designed for ease-of-use

  • integrations with College systems (PowerPoint, Moodle, MS Teams and Single Sign-on) will be launched in phases - please refer to the service development section below for further information

  • students can participate anonymously or log-in using College accounts, via browsers or apps.

Try it out

1. Participate in an asynchronous moderated session

2. Quickly create your Vevox account using your RHUL log-in credentials

3. Find out how colleagues are using Vevox

4. Watch this ten-minute video to learn how to get started

Pedagogic benefits of Vevox

What does educational research say about polling?

A useful way of assessing the benefits of Vevox is to see how and where polling fits into accepted research and practice in education. Beetham (2007) argues that people learn more effectively when they: 

  •     are active

  •     are motivated and engaged

  •     can bring their existing capabilities into play

  •     are appropriately challenged

  •     have opportunities for dialogue

  •     receive feedback

  •     have opportunities for consolidation and integration.

Beetham, H. (2007) 'An approach to learning activity design', In: Beetham, H. and Sharpe, R., Eds. Rethinking pedagogy for a digital age: designing and delivering e-learning, Abingdon: Routledge. pp 26-40

Below are examples of how the use of Vevox can create the conditions required for effective learning.

What can lecturers do with Vevox

 With Vevox polls, surveys, quizzes and tests, lecturers can: 

  • provide opportunities for students to interact directly with learning content through specific tasks

  • provide alternative means of engagement for autistic & neuro-diverse students

  • capture and maintain students’ attention

  • measure students' comprehension

  • test students’ problem-solving skills

  • provide prompt feedback to students in response to results

  • invite, share and display student opinion

  • prompt, moderate and respond to students’ questions

  • record and export results for further analysis and/or discussion

  • generate and collect data in support of lecture content, e.g., Psychology lectures on perception.

With the Vevox Q&A feature, lecturers can:

  • prompt, moderate and respond to students’ questions

  • create a safe backchannel before, during and beyond the scheduled lecture

What can students do with Vevox?

With Vevox, learners can use any internet-enabled device, e.g., laptop, tablet, or smartphone and enagage with polls, surveys, quizzes, and tests to:

  • apply newly acquired knowledge and understanding

  • post moderated questions and feedback to lecturer and classmates

  • anonymously flag concerns, e.g., any gaps in understanding

  • receive instant feedback in response to their questions, understanding and performance

  • participate in a game-based environment.

Vevox features

Question types

Vevox offers a wide range of question types, including

Modes of delivery

Vevox participant interface showing icons for polls, QA and surveys

Sessions can be delivered via any combination of the following three modes, which you can try out :

  • Live polls (synchronous) for lecturer-led polls and tests during events

  • Q&A boards (a/synchronous) for dialogue and feedback during, before or after events.

  • Surveys (a/synchronous) for self-paced feedback, quizzes or tests during, before or after events

Poll building

Vevox offers a wide range of tools when building polls:

Poll delivery

Vevox offers a wide range of tools when delivering polls:

Scrrenshot of Vevox session URL and 9 digit code

  • students can join sessions using secure and unique 9-digit IDs or QR codes (the details in the above graphic are live so you can try them out)

  • sessions can require anonymous, self-identified or logged-in participation

  • additional access passwords for increased security in blended sessions (optional)

  • sessions have joining instruction screens for easy access

  • students can access polls via browser or app ( Android and iOS)

  • lecturers can easily switch between PowerPoint & Vevox

  • leader boards

  • Q & A boards (optional)

  • moderation of Q&A boards

  • profanity filter.


 Vevox provides rich, instantaneous, portable and actionable data:

  • real-time, downloadable engagement charts and data

  • detailed downloadable reports in MS Excel

  • downloadable wordcloud images.

Vevox integrations with College services

Vevox is already integrated with key College services to provide a secure, robust, powerful and flexible teaching, learning and assessment tool.

Moodle (launched 21/11/22)

  • lecturers and students can access Vevox polls and quizzes directly from a Moodle course

  • engagement and marks are recorded in Moodle & Vevox

  • non-engaged students can be identified and encouraged.

MS Teams (launched 21/11/22)

  • Vevox seamlessly integrates with MS Teams' desktop application without the need for an additional log-in to participate

  • live polling, word clouds, quizzes, Q&A and surveys can all be shown in the MS Teams sidebar in meetings, or as a tab in a Teams’ channel, making it easy for participants to get involved

  • students can turn-up-and-learn in a single environment

  • to be used in scheduled meetings

To learn more about using Vevox with MS Teams please refer to this video (4m 47s)

Staff Single Sign-on (launched 25/08/2022)

  • staff can access Vevox accounts using College log-in credentials


The launch dates of the following integrations are yet to be decided.

PowerPoint (due early 2023)

  • Vevox seamlessly integrates with PowerPoint

  • A new updated PowerPoint add-in to be used at Royal Holloway is being launched by Vevox in late 2022

  • Suports both PC and Mac

  • polls can be delivered in PowerPoint without the need to open Vevox

  • Vevox polls adapt to slide templates

  • legacy Turning Technologies (Clickers) polls can be converted to Vevox.

Student Single Sign-on

  • students can be required to log-in to access summative assessment - to properly record assessment data and to prevent unsanctioned multiple attempts.


How & why we chose Vevox

The polling service upgrade project took a broad  and detailed approach to selecting a new service. 


Using 75 criteria, the E-Learning Team assessed the functionality of eight long-listed polling services to create a short-list of three.  We then worked with 35 academic and professional service colleagues to apply five decision inputs:

  1. The industry standard System Usability Scale (SUS) to quickly capture users’ experience. This provided a usability experience score for each academic evaluator and student, and an overall score for each vendor

  2. Formal feedback: What went well, not so well and how to improve the user experience of staff and students

  3. Informal feedback from academic staff: E-mail, MS Teams sessions, conversations and interviews

  4. E-Learning Team: Polling service support experience, further critical evaluation and observations

  5. Vendor posture: Support and responsiveness prior to and during the evaluation period. The quality and availability of product roadmaps.

IT Services applied a Non-Functional Requirements (NFR) review & scoring. This defined system attributes such as security posture, data protection, reliability, and service levels.


Vevox performed consistently well throughout the evaluation:

  • Vevox emerged as a clear leader with the highest SUS score of 88 from staff and 85 from students (where 80 is considered excellent)

  • academic staff who tested Vevox reported the most consistently positive experience

  • Vevox scored highest on ‘learnability’; suggestive of a short, shallow learning curve and low support overhead

  • Vevox was the clear favourite among existing users of the incumbent polling service, Turning Technologies

  • support from the vendor remained strong and responsive throughout evaluation period

  • the Vevox product roadmap was both forthcoming and specific

  • Vevox achieved the joint highest NFR score.

What's next?


Staff and students should contact the E-Learning Team to request advice and assistance with Vevox.

There is a staff MS Team.  Join us for informal and crowdsourced support and knowledge-sharing.

Share the Participant manual with your students.  This shows how to access and respond to polls, post questions and complete surveys.


Live training sessions are scheduled for early/mid September 2022

Joining details will be sent out in late August.  The sessions will be recorded.

Watch the recording of Getting Started with Vevox session July 22nd.

Service development

Updates about the Vevox service and integrations will be published here.

  • Single Sign-on (SSO) was enabled on 25/08/2022.  All staff now have access to the Vevox service.

  • MS Teams integration was enabled on 22/11/2022)

  • Moodle integrarion was enabled on 22/11/2022

What do colleagues have to say about Vevox?

Liz Gloyn. Classics department

Using Vevox For Welcome Week

The Classics department runs two group induction sessions for first year students during welcome week. The first is a module parade, which staff in the department and helps students pick their modules for the coming year; the second more traditional induction session lasts for two hours and outlines the nuts and bolts of how the Royal Holloway system works. Erica Rowan, my co-UGED lead, and I redesigned the second session this year to focus on issues students might experience in their first week of study. As part of that restructure, I decided to introduce a quiz element to correct any misunderstandings or misconceptions about the terminology we use regularly. A quiz offered a more interactive way to address this problem of the hidden curriculum as opposed to simply talking through slides. While I initially came up with the idea in the middle of summer 2022, the college’s new Vevox subscription was unveiled at just the right time for me to use the tool when designing the quiz.

The quiz comprised of ten multiple choice questions, each focusing on a particular piece of terminology that can cause issues for our students. I provided four possible answers for each question, one of which was obviously incorrect. The other incorrect answers usually reflected common misunderstandings we have heard in the past from our students. One of the questions asked about consultation hours; although renaming these from ‘office hours’ has helped with student engagement, the fact many of us state our office hours and add ‘by appointment’ (meaning that if the set hours don’t suit, we can arrange a separate time to meet) has led to a mistaken belief that you have to make an appointment before attending a consultation hour. Asking a question and then explaining what we actually mean by this term was a great way to make sure our incoming first years know what we mean by the term and are aware that we’re available from the start of their time with us. Similarly, a question asking what students have to do when faced with a reading list gave me the opportunity to set expectations (namely, that you are not required to read absolutely everything on it, particularly important for a humanities subject!) before students started to engage with their preparatory work for the first week of teaching.

From my perspective as UGED lead, the quiz worked really well both in terms of meeting its educational goals and engagement – I was delighted to learn that our session was the first in the college with 100% participation. It broke up delivery of some otherwise quite dry information and meant that we didn’t take up time discussing terminology that the group were comfortable with (such as what a module, a lecture and a seminar were). Attendees all had either a phone or a laptop they could participate on, and the interface to enter the site worked smoothly. Vevox polls anonymously, which means students face a  low bar for participation; while nobody had to stand out by giving a verbal answer to participate, there was conferral between twos and threes sitting together about the questions, and some prompts led to follow-up questions from attendees. When results were displayed, the students could see how the rest of the room voted, which meant that even if they have given an incorrect answer, they usually saw they were not on their own. We did have a funny moment when Erica (who was running the tech while I ran the activity) displayed the results without closing polling, which meant we got to watch in real-time as people corrected their answers!

One of our main goals in redesigning our welcome week induction session was to create a greater sense of welcome and community for our incoming first years, particularly given how much disruption they have experienced on their learning journeys because of the pandemic. Vevox enabled us to run an activity that engaged the cohort at the start of their program, and to begin a conversation between us as staff and them as students which didn’t ask any of them to put themselves in the spotlight at this early stage of cohort formation. My teaching may not lend itself to regular poll use, since I usually work with small groups, but from the UGED lead perspective Vevox offers a simple, useful tool for allowing interaction and gauging students’ levels of knowledge in the context of building a cohort identity.

Tom Wagner. Music Department

I teach several different kinds of courses. I teach a 50-student first year Music Performance course, a 25-student 2nd year Ethnomusicology course, and a 20-student 2nd/3rd/PGT Entrepreneurship course.

I’ve used Vevox since the start of term and found it very useful for fostering student engagement and collecting information for my own use. For example, one set of exercises that I found particularly helpful was to, in the first class, use the word-cloud and short answer polls to find out why students took the class and what they expected to learn from it. I also introduced the CVStac skills and asked them to, in groups, map the skills they thought they would develop in the class onto the CVStac. When the answers appeared on the screen, I picked a few and asked the authors to expand on them. This accomplished several things:

  • The questions allowed me to better gauge class expectations for the term and therefore shape them.
  • The CVStac question helped me highlight the career skills that the classes develop. This is particularly important for my ‘academic’ ethnomusicology course, where skill development is not always as apparent as my practical performance and entrepreneurship modules.
  • The group work breaks the ice for the first-year students.
  • Selecting ‘interesting’ questions and asking authors to expand on them encourages less-vocal students to share in class and promotes more voices than the 25% of confident students who would normally volunteer to speak.

During the fourth week of teaching, I used the short answer poll to do a mid-course evaluation. I then collated the answers and responded via email to the emergent themes, thereby further managing expectations for the course.

Except for the mid-course evaluation, which I anonymize, I make sure the back end is set to show me the names of participants. Because Vevox has a ‘participants’ counter, I make sure to ask at least one question that everyone must answer and match the number of students in the room to the counter. This helps me easily measure engagement week-to-week and provides a an accurate record than can then be compared to the self-certifying college system.

Emma Burnett. Library

I find polling software useful for engaging with students and have used free versions of Mentimter and Slido previously. I was excited that we were getting a subscription to Vevox as I was involved in the initial trial and was impressed by many of its features.

I’ve been using Vevox with students since Welcome Week. I have found it very easy to create new sessions and I like the variety of different types of polls. It is nice not to be limited on the number that can be included in one session, which I have previously found restrictive with free polling software. Students seem to find it easy to access and participate. A lot of them scan the QR code that automatically appears when you present with Vevox.

You can customise your session with a photo and the settings offer a range of other options that allow you to adjust the session to your preferences. Sharing your poll with other colleagues is also very simple. After the session, it is easy to save your results if you need to clear the data and run the poll again.

At present, I present Vevox in my web browser but I am looking forward to having it integrated with PowerPoint in the near future.


A non-exhaustive collection of FAQs.  We will add to this list as College develops its experience of using Vevox in support of engaging and interactive teaching.

How should I teach with PowerPoint and Vevox until the plug-in is released?

Here is a simple yet effective method for teaching with PowerPoint and Vevox without using the plug-in:

  1. Log-in and open up the Vevox dashboard
  2. Start & present Vevox session – showing your learners the welcome screen with joining details
  3. Open and present PPT slides
  4. Switch between PPT & Vevox screens as necessary
    • Using Alt+Tab (PC users)
    • Using a Cmd+Tab or fn+F3 or a three-finger swipe on the trackpad (Mac users).

There are videos demonstrating this workflow, for PC and Mac.

Which devices can be used to participate in a Vevox session?

Vevox sessions can be accessed with a wide range of internet-enabled devices:

  • Smart phones (IoS and Android)

  • Tablets (IoS and Android)

  • Laptops (PC and Mac))

  • Desktops (PC and Mac)

The most commonly used browsers are supported, and the most recent versions are recommended:

  • Chrome

  • Firefox

  • Edge

  • Safari

Should participants use a browser or the app to access polls?

Using a browser to visit or the Vevox app is a matter of personal preference, as the experience is identical.  The Participant manual guidance applies to both options.

  • Some students may appreciate the one-click convenience of the app, while others may prefer not to have too many - or non-personal - apps installed on their devices
  • The app may offer greater immediacy and focus when compared to a browser
  • The app may require occasional updating while the webpage is always up-to-date

Is Vevox accessible?

Screen Readers

The Vevox participant app (interface) hasd been tested, and works with:

  • NVDA on Windows 10

  • Screen Reader for Chrome (formerly ChromeVox)

Using a keyboard

All of the main functionality of the Vevox participant app (interface) can be controlled with a keyboard when using it on a desktop/laptop computer.  This includes general navigation around the app, asking questions and answering polls.

  • Tab - Navigate to the next interactive element

  • Shift+Tab - Navigate to the previous interactive element

  • Space or Enter - Activate the currently selected link or button

  • Arrow keys and numbers - Used for voting in various polls types

How can I contribute to an equitable participant experience?

Live polling

  • When opening and closing polls make sure you give everyone enough time to understand the question and to provide a response. 
  • If you are asking a long question make sure people have a chance to read all of the text. 
  • Similarly, if you are asking a question requiring a text-based response, make sure you allow plenty of time for people to answer. 

The same goes when displaying results. 

  • Don't assume people will read a result or can easily see and understand it.  Read through the content on screen and make a comment on the result, this will help reinforce the information being displayed and help people to stay engaged in the conversation.


Currently, Vevox doesn't support alt text for images you upload yourself into a poll.  This is on the product roadmap so will be coming shortly.  Bear this in mind if using image-based polls, If you want to use a poll with imagery, make sure to describe the image when presenting it to your audience.

Self-paced surveys

  • Giving people their own time to look at and answer polls is an alternative if you are concerned about the pace of a session. 
  • Using a survey is a great way to make sure people can understand questions fully and provide their answers without the pressure of time in a meeting or lecture.

Use of colour

  • The Vevox participant app can be customised
  • This means it is possible for you to change the theme to colour combinations that don't always work well together. 
  • If you do want to change the colours in the participant app always try to make sure you use strong colours that will contrast well with white or black text.

How can I quickly get my participants onto Vevox?

Icebreakers are very effective in onboarding participants when a new tool is introduced to the classroom.  You may wish to refer to a recent Vevox webinar on approaches icebreaking.

In brief, an icebreaking question:

  • should be 'no-stakes' and on a non-controversial topic
  • offers a low bar for interaction
  • aims to allow students to develop confidence in using the tool
  • allows teachers to identify and address/escalate any technical issues
  • can be a simple multple-choice or word-cloud question

How many participants can join a Vevox session?

Up to 5000 participants can join a Vevox session.

How do I convert my legacy Turning Technologies (Clickers) content?

It is possible to migrate legacy polling content from Turning Technologies (Clickers).  This is a piecemeal process and applies to polls that are embedded in PowerPoint.  Please refer to this short video (1m 20s) to find how to to do this.



  • please note that the migration can only be carried out when using the old PowerPoint plug-in
  • all RHUL PC lab machines will have the old PowerPoint plug-in until June 2023
  • once you polls have been migrated, they will be stored in your Vevox dashboard
  • you can then run Vevox sessions from the dashboard
  • once the new PowerPoint plug-in is rolled out (late 2022) you can also run sessions from your PowerPoint slides

Can I use Vevox for module feedback surveys?

Yes.  Vevox has an asynchronous survey tool.  This allows participants to work at a pace of their choosing.

Can I increase the size of a session QR code?

Yes.  Upon launching a session, simply click the QR code to enlarge it.  This will allow participants' smart phone cameras to easily capture it.

Screenshot of session presentation with enlarged QR code

Vevox Support


Getting Started

Multiple choice questions

Image questions

Adding a timer

Switching between PowerPoint & Vevox (PC)

Switching between PowerPoint & Vevox (Mac)

Using Vevox in MS Teams


A collection of key videos on how to use Vevox

Vevox YouTube Channel

Live training

Live training sessions are scheduled for early/mid September 2022.


Further Dates TBC

Watch again

Recording of Getting Started with Vevox session September 12th.

Recording of Getting Started with Vevox session September 9th.

Recording of Getting Started with Vevox session July 22nd.


Sign up for the Vevox Pedagogy Autumn Series

Sep 21: Icebreakers (recording)

Oct 19: Using Vevox in MS Teams (recording)

Nov 16: From virtual to in-person: adapting Vevox to the classroom setting (recording)


Contact the E-Learning Team to request advice and assistance with Vevox.

Join the dedicated Vevox MS Teams class for informal, crowdsourced support.

Share the Participant manual with your students.





Moodle courses

Support videos

YouTube Channel

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