Clickers in the Classroom

Abstract

This article reviews 66 clicker technology-based studies focusing on student perceptions/outcomes. Eight major perceptions/outcomes are noted, including high levels of performance (actual and perceived), student attention span, attendance, and participation, as well as student perceptions of satisfaction, feedback, and ease of use. Because the review revealed that studies involving clickers within the management discipline were nonexistent, an empirical study was conducted to determine whether the perceptions/outcomes of clickers realized in other disciplines could be duplicated in the management discipline. The results of the empirical study indicate that the same perceptions/ outcomes can be attained within the management discipline.

Interactive lectures: Clickers or personal devices?

“…Our results reflect previous findings that students prefer interactive lectures using audience response systems ( Addison et al , 2009; Keough, 2012; Sutherlin et al , 2012). Both the students who used their own technology and students who used only clickers overwhelmingly preferred these lecture types to the traditional ‘hands-up’ or ‘shout-out’ interactive lectures, with the students using their own technology preferring this option to clickers ( Figure 3).…”

“…Audience response devices, also known as electronic voting systems or ‘clickers’ have a strong body of evidence supporting their use in Higher Education ( Caldwell, 2007; Kay & LeSage, 2009; reviewed in Keough, 2012). Clickers have been found to be useful for engaging students in large lecture classes, promoting participation, facilitating reflection and formatively (and anonymously) testing understanding.…”

“…Lecturers can adjust their teaching in real time in response to difficulties that students may be having with particular concepts, to promote understanding. Further benefits of using clickers include increased attendance, improved attention spans and positive outcomes such as higher levels of academic performance and student perception of satisfaction (reviewed in Barnett, 2006; Kay & LeSage, 2009; Keough, 2012; Salemi, 2009; Sutherlin et al , 2012). …”

VI Jornada Nacional sobre estudios universitarios. II Taller de innovación educativa. Competencias: formación y evaluación

“…-Mejora de los resultados de los estudiantes, tales como las notas obtenidas en el examen, comprensión de la asignatura, atención prestada, asistencia a clase, interacción, feedback y aprendizaje (Keough 2012). Art da feedback instantá-neo tanto a estudiantes como a profesores sobre cómo la clase entera entiende los conceptos (Caldwell 2007).…”

O efeito do sistema de resposta do estudante (SRE) sobre o desempenho acadêmico e a satisfação discente: um quase-experimento com alunos de Ciências Contábeis

“…Divertimento/Entretenimento. Um dos principais benefícios reportados em estudos referentes ao SRE é o divertimento discente durante a aula (Beekes, 2006;Carnaghan et al, 2011;Caldwell, 2007;Fies & Marshall, 2006;Keough, 2012;Rana et al, 2016). Da perspectiva docente, Beekes (2006) relata que a sua experiência de lecionar com o apoio do SRE estimulou o nível de concentração e o interesse dos discentes no conteúdo ao mesmo passo que tornou o ambiente envolvente e divertido.…”