The cold calling teaching technique is traditionally defined as when a teacher chooses a
student at random to complete a task or answer a question in front of other students. This project
investigates if a modified version of the cold calling teaching technique effectively motivates
university students to prepare for class, to participate in class, and whether it promotes deep
learning of the course material. Research was conducted utilizing students participating in a fire
chemistry seminar at Lund University. Data generated from questionnaires, observations, follow-up
interview, and a literature review comprised this research project. Information interpreted from the
quantitative and qualitative data collected demonstrates positive responsiveness, high preparation,
strong concentration, and mixed anxiety and comfort levels. Though some students feel
uncomfortable with cold calling, the teaching technique is generally acknowledged by students as
helpful for learning.