Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington DC 20503. AGENCY USE ONLY (Leave blank)2. REPORT DATE September 2008 REPORT TYPE AND DATES COVEREDMBA Professional Report 4. TITLE AND SUBTITLE Using "Clickers" in the Classroom to Increase the Level of Student Interaction 6. AUTHOR(S) Robert R. Prewitt and Katherine B. Oropeza FUNDING NUMBERS PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)Naval Postgraduate School Monterey, CA 93943-5000 PERFORMING ORGANIZATION REPORT NUMBER SPONSORING /MONITORING AGENCY NAME(S) AND ADDRESS(ES)N ABSTRACT (maximum 200 words)Interaction is crucial in classrooms because increased interaction is linked to increased learning. Past studies report that students learn by a myriad of methods, and that it is up to the instructor to promote as many means as possible to transport the material to the students. One way in which instructors are providing information to their students is through a classroom response system (CRS), an electric transponder the size of a remote control. The CRS allows users to respond and interact with the push of a button.This study looked at educational institutions using CRS, in order to identify the distinctive characteristics that are analyzed to value its effectiveness in a classroom environment. The information collected was examined to gain an understanding of the various uses of CRS to determine if they would be a beneficial addition to resident NPS curriculums.Also, this study employed a posttest-only independent group quasi-experimental design to test the effects of clickers in the classroom. Specifically, clicker use was studied to determine what impact, if any, their use would have on student interaction in the classroom, student engagement, student motivation, perceived teacher immediacy, course liking, and students' overall evaluation of the clickers. The findings and implications of this study are discussed. NUMBER OF PAGES 73 SUBJECT TERMS ABSTRACTInteraction is crucial in classrooms because increased interaction is linked to increased learning. Past studies report that students learn by a myriad of methods, and that it is up to the instructor to promote as many means as possible to transport the material to the students. One way in which instructors are providing information to their students is through a classroom response system (CRS), an electric transponder the size of a remote control. The CRS allows users to respond...