A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect

Hunsu, Nathaniel J.; Adesope, Olusola; Bayly, Dan

doi:10.1016/j.compedu.2015.11.013

Cited by 218 publications

(223 citation statements)

References 81 publications

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“…Since the advent of clickers and other audience response systems, instructors and researchers have examined how this technology influences student engagement and subsequent performance (Hunsu, Adesope, & Bayly, 2016;Trees & Jackson, 2007). One clear benefit of the clicker system is that it provides all students with an opportunity to respond anonymously to a question posed by the instructor without fear of being singled out for an incorrect response (Benson, Szucs, & Taylor, 2016;Kay & LeSage, 2009;Lantz, 2010).…”

Section: The Efficacy Of Clickersmentioning

confidence: 99%

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Walker

Spangler

Lloyd

et al. 2018

AJET

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Instructors often implement technology-based active learning pedagogies, such as clickers, to maximise student engagement and facilitate learning outcomes. Despite the abundance of clicker research, no work has directly compared student performance as well as student perceptions of clickers to a distinct, non-technological active learning pedagogy. Using a mixed methods quasi-experimental design, the current research compared clickers to a collaborative active learning pedagogy, student discussion groups. As predicted, clickers were evaluated more favourably than discussion groups. Qualitative analysis of students' openended evaluations augmented these quantitative findings. Secondary analyses suggested that student performance was equivalent for clicker and discussion sections. Together, these results suggest that incorporating clickers into introduction courses may improve students' attitudes towards the instructor's pedagogy without any negative consequences for performance.

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Section: The Efficacy Of Clickersmentioning

confidence: 99%

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Walker

Spangler

Lloyd

et al. 2018

AJET

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show abstract

“…Hunsu et al 11 found that large class sizes diminished any positive outcomes from the use of clickers in the classroom. In addition, meta-analyses suggest that cognitive outcomes from science and engineering courses with iclickers are non-existent (g=-0.001) 11 . Hunsu's findings present an opening for future work to compare the two classes in reference to disruption with traditional lecture styles versus active learning.…”

Section: Discussionmentioning

confidence: 99%

“…A larger main effect was found on examining clickers effects on non-cognitive outcomes (e.g. self-efficacy, perception of quality, attendance, engagement and participation) 11,12 . The benefits of using clickers in classes appears to diminish for class sizes greater than 50 students in terms of cognitive but particularly non-cognitive benefits 11 .…”

Section: Introductionmentioning

confidence: 96%

“…However, classroom response systems do not always lead to improvements in examination performance 10 . A meta-analysis performed to resolve the conflicting findings on clickers found a small but significant effect on cognitive outcomes 11 . A larger main effect was found on examining clickers effects on non-cognitive outcomes (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…self-efficacy, perception of quality, attendance, engagement and participation) 11,12 . The benefits of using clickers in classes appears to diminish for class sizes greater than 50 students in terms of cognitive but particularly non-cognitive benefits 11 . Hence, large class sizes may not see an advantage with cognitive outcomes while negative outcomes potentially including disruptive environment could be increased in these large class sizes.…”

Section: Introductionmentioning

confidence: 99%

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Disruption in Large Classes during Active Learning Sessions

Catton¹,

Galang²,

Bulk³

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Large class sizes are increasingly common in mechanical engineering undergraduate courses due to increased enrollments of undergraduate students with a disproportional investment to faculty numbers. Simultaneously, active learning is promoted to faculty members over traditional lectures due to published findings of improved student learning. Active learning typically involves a break in the lecture to allow for problem solving, discussion, or other activities. One common type of active learning in large classes is classroom response systems (e.g. clickers). Based on classroom experience, the use of active learning with classroom response systems in large classes, particularly in the first year, can lead to a disruptive learning environment. In this preliminary study, a 1 st year course and a 4 th year course (n=120 and 135, respectively) were surveyed in Fall of 2015 to quantify student's ratings of active learning with classroom response systems and disruption. The student's impressions of active learning (e.g., interactive clicker problem solving) were assessed using a survey at the end of the course. Students were overwhelmingly positive about the advantages of active learning (>80% responded favorably) in the both courses. However, the students in the 1 st year course had less positive feedback on active learning and higher ratings of disruption in the classroom than the students in the 4 th year course (34% rated as disruptive in 1 st year, 14% rated disruptive in the 4 th year). The class rank, where higher values represented a greater number of years past secondary school, was positively correlated with rankings of a more disruptive environment suggesting that nontraditional students may find active learning more disruptive. This preliminary study suggests that using classroom response systems (clickers) in the 1 st year curriculum with large class sizes may lead students to feel that the class was disruptive and that active learning was not as positive of an experience as active learning environments later in the curriculum.

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Addition of an audience response system in a biomedical science course improves learning environment and student performance

Parikh,

Hansen‐Kiss,

Fakhouri

et al. 2024

Biochem Molecular Bio Educ

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The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat‐based ARS in a multi‐disciplinary biomedical science course. Average exam scores and grade distribution for challenging sections on immunology and developmental biology were compared before and after incorporating ARS. Pearson's chi‐squared test, likelihood ratio test, Student's t‐test and Fisher's exact test using beta regression model were used to assess statistical significance (p < 0.05). Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real‐time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. Incorporating the ARS in a multi‐disciplinary biomedical science course is perceived by faculty and students as an effective instructional approach that improves the learning environment, teaching strategies, and student performance.

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A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect

Cited by 218 publications

References 81 publications

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Comparing active learning techniques: The effect of clickers and discussion groups on student perceptions and performance

Disruption in Large Classes during Active Learning Sessions

Addition of an audience response system in a biomedical science course improves learning environment and student performance

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