A review of literature on the use of clickers in the business and management discipline

Abstract

Classroom response systems (clickers), in their various forms, are widely used across disciplines, demonstrating effectiveness across a range of different educational settings. However, only a few literature reviews on this technology have been undertaken in general, and no review has yet been performed on this topic in the business and management context. Realising the existing research gap, this article reviews 33 clicker-related studies from the business and management discipline that are largely focused on student perceptions and outcomes. The purpose of this paper is to provide a critical and balanced review of articles from the business and management discipline on various themes such as learner's engagement, performance, learning, participation, satisfaction, feedback, attendance, enjoyability, motivation, and interactivity, to name a few. The review also provides a brief account of lessons learned from the literature published in other disciplines and recommendations provided by studies from the business and management discipline.

The influence of flow on learning outcomes: An empirical study on the use of clickers

“…Using clicker‐based technologies also facilitates students' active collaborative learning, and encourages interaction and engagement (Blasco‐Arcas et al ., ; Williams, Lewis, Boyle, & Brown, ). Finally, the use of clickers has been found to increase students' enjoyment (Stowell & Nelson, ; see Kay & LeSage, ; Rana, Dwivedi, & Al‐Khowaiter, for a more detailed analysis of the benefits of using clickers).…”

Identifying Cognitive Processing Events during Clicker Exercises and Exploring Their Relationship with Student Learning

“…Substantial research has been conducted to answer the question, “What do clickers do?” That is, researchers have largely focused on evaluating the outcomes of clicker exercises (Landrum, ). Rana, Dwivedi, and Al‐Khowaiter (), for example, identify eight such outcomes that scholars have addressed in the context of clicker exercises. However, despite several calls for more research (e.g., Anthis, ; Fies & Marshall, ; Han, ; Kay & LeSage, ), limited progress has been made toward mapping how clicker exercises enhance student learning.…”

“…An audience response system (commonly called a “clicker system” or, simply, “clickers”) consists of a base station (hardware/software) linked to interactive hand‐held devices that enables students to electronically respond to queries posed by the instructor. Instructors may run multiple “clicker exercises” during a class session, and the exercises can be designed to attain specific instructional goals that include, but are not limited to, taking attendance, administering quizzes, and enhancing student learning (Rana, Dwivedi, & Al‐Khowaiter, ).…”

Why is plickers a relevant pedagogy alternative for accounting educators? A reflection on distinct types of student response systems (SRS)

“…One of the chief complaints about the IR-and RF-based SRSs is the cost of the clickers and it definitely represents a barrier to their use (BAILEY, SCOTT;HYDE, 2010;CALDWELL, 2007;CARNAGHAN et al, 2011;JONES, HENDERSON;SEALOVER, 2009;KAY;LESAGE, 2009;RANA et al, 2016;ZHU, 2007). These SRS types require alphanumeric devices which purchase depends on the policy established by the educational institutions.…”