CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems

Richardson, Alice; Dunn, Peter K.; McDonald, Christine; Oprescu, Florin

doi:10.1007/s10956-014-9528-2

Cited by 37 publications

(15 citation statements)

References 33 publications

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“…Hence, classical clicker systems have developed into more sophisticated webbased alternatives that are becoming more and more pervasive in higher education learning activities and other educational settings (Richardson, Dunn, McDonald, & Oprescu, 2015).…”

Section: Traditional Clicker Overviewmentioning

confidence: 99%

“…The key mechanisms to impact student learning performance identified in the framework are interactivity, active collaborative learning, and student engagement. Interactivity is widely regarded as vital to effective learning on the basis that the platform provides for the exchange of ideas and opinions and the general support for participative learning (Richardson et al, 2015). There are, however, clear implications for interactivity, particularly the promotion of teacher-student interactivity in large classroom settings such as the university's lecture rooms.…”

Section: Conceptual Framework Research Question and Hypothesesmentioning

confidence: 99%

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Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance

Aljaloud¹,

Gromik²,

Kwan³

et al. 2019

AJET

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This study aimed to investigate how the use of a smartphone clicker app by a group of 390 Saudi Arabian male undergraduate students would impact their learning performance while participating in a computer science class. The smartphone clicker app was used by the students during peer group discussions and to respond to teacher questions. A conceptual framework identified teacher-student and student-student interactions, collaborative learning, and student engagement as three primary practices that could improve student performance when a smartphone clicker app was used. The relationships between these factors were tested empirically by participant completion of a self-administered online survey. This study found the use of a smartphone clicker app promoted increased teacher-student and student-student interactivity, leading to active collaboration learning by students and improved learning performance. No positive relationship was found between the smartphone clicker app use and increased student engagement. These results demonstrated the role of the smartphone clicker app in enhancing the learning experience of the Saudi undergraduate students included in this study, but not the overall student engagement. Further research into how use of a smartphone clicker app in classroom settings might promote student engagement to improve the overall learning performance is needed.

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Section: Traditional Clicker Overviewmentioning

confidence: 99%

Section: Conceptual Framework Research Question and Hypothesesmentioning

confidence: 99%

Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance

Aljaloud¹,

Gromik²,

Kwan³

et al. 2019

AJET

View full text Add to dashboard Cite

show abstract

“…Real time interactive device are called many different names in instruction related literature; audience response system is the most frequently used (Hunsu, Adesope, & Bayly, 2016;Wenz, Zupanic, Klosa, Schneider, & Karsten, 2014), followed by electronic voting system (Cubric & Jefferies, 2015;Draper & Brown, 2004), electronic response system (Donovan, 2007;Ghosh & Renna, 2009), personal response system (Lin et al, 2013;Yeh & Tao, 2013), student response system (Hooker, Denker, Summers, & Parker, 2016;Jones, Antonenko, & Greenwood, 2012), clickers (Hwang, Wong, Lam, & Lam, 2015;King, 2011), classroom response system (Chien, Lee, Li, & Chang, 2015;Richardson, Dunn, McDonald, & Oprescu, 2015), interactive response system (Y. Kim et al, 2015;Slain, Abate, Hodges, Stamatakis, & Wolak, 2004), and instant response system (Chien, Chang, & Chang, 2016;Chien et al, 2015).…”

Section: Interactive Response System -Plickersmentioning

confidence: 99%

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Chou

2017

EURASIA J MATH SCI T

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Elementary school remedial teaching has been promoted for many years in Taiwan but it has primarily been aimed at Chinese and mathematics with little attention being paid to natural sciences. Due to the current shortage of natural science teachers, along with limitations in school budget and manpower, it is difficult to put natural science remedial teaching into practice in elementary schools. This research attempts to establish a new model of remedial teaching that utilizes remote asynchronous video-based instruction to carry out centralized remedial teaching with 3D television and interactive response system. We focused on fourth graders whose science ranking was at the bottom quarter and examined if their grades have improved. Centralized remedial teaching was implemented once a week during school's noon break and lasted for 40 minutes. The materials used, including the remedial 3D natural science lesson videos and interactive response test questions, were both produced by the university. They were transmitted through the Internet to elementary school teachers who played them on 3D television and students practiced and answered the questions in real time with plickers. Twenty fourth graders from different classes participated in remedial teaching for one semester; the average percentage of test grade ranking in natural science has progressed from 9.19% to 24.12% in their original classes. Previously, the average of T-score in natural science test was 35.80, and after remedial instruction, the T-score average was 42.39. The T-score average improvement is statistically significant (t=3.34, p = .003). The research revealed that this instructional model can improve learning outcome in natural science for underachieving fourth graders, and through the questionnaire, it was also known that the students liked this remedial teaching approach.

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“…Web‐based PRSs such as Socrative, can serve as an alternative to Clickers by reducing the cost. Richardson et al [23] describe the development and validation of an instrument for evaluating PRSs. Guarascio et al [12] studied students' perception of the Socrative against Clickers in pharmacy education, concluding that students felt Socrative helped them to more actively participate in class and set a better environment in comparison to Clickers.…”

Section: Literature Reviewmentioning

confidence: 99%

Personal response systems through the prism of students' experiences

Mishra

Chew

Ostrovska

et al. 2020

Comp Applic In Engineering

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Personal response systems (PRSs) today offer an opportunity to the field of education in terms of improving teaching and learning outcomes through active engagement in classrooms. The present paper investigates students' attitudes to different types of PRSs, namely, Socrative and Clickers. Both qualitative and quantitative data are gathered and classified. The performed thematic analysis reveals major categories within the framework of this study, namely educational efficacy, psychological aspects, technology‐related issues, and administrative issues. It has been found that Socrative fares better in the “educational efficacy” and “administrative issues,” whereas Clickers outperforms Socrative in the “technological‐related issues.” It is worth pointing out that both Socrative and Clickers are tantamount in “psychological aspects” yielding no negative experiences. The results of this study reveal that two main factors, cost and technological infrastructure, are determinative in the incorporation and appreciation of such systems in an educational setting.

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CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems

Cited by 37 publications

References 33 publications

Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance

Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Personal response systems through the prism of students' experiences

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