Do we click in the right way? A meta-analytic review of clicker-integrated instruction

Chien, Yu Ta; Chang, Yueh Hsia; Chang, Chun Yen

doi:10.1016/j.edurev.2015.10.003

Cited by 133 publications

(116 citation statements)

References 90 publications

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“…By 2004, clickers have been incorporated into more than 1 million schools and universities worldwide. This figure increased to 8 million by 2008 (Chien, Chang, & Chang, 2016). Traditional clickers were used to collect student responses to questions posed by the teacher (e.g., multiple choice questions) which were sent to a monitoring system via infrared or radio frequency signals (Chien et al, 2016).…”

Section: Traditional Clicker Overviewmentioning

confidence: 99%

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%

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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“…Kim et al, 2015;Slain, Abate, Hodges, Stamatakis, & Wolak, 2004), and instant response system (Chien, Chang, & Chang, 2016;Chien et al, 2015). Chien et al (2016) conducted a meta-analysis on Clicker-integrated instruction related research papers, and it was discovered that Clicker-integrated instruction is superior to conventional lectures. Hooker et al (2016) analyzed Clicker benefits and found the following: 1.…”

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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“…A paradigm shift towards an individualized [1] and constructivist approach [2] to learning have driven flourishing implementation and research [3][4][5] on the use of students' response systems in classroom settings. This simple technology replaces the traditional ways to collect student feedback and makes the classroom become a more interactive and engaging learning environment [6].…”

Section: Introductionmentioning

confidence: 99%

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

2017

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Abstract:The student response system (a.k.a clickers) had been widely used in classrooms for various pedagogical purposes these years. However, few of the studies examine students learning approaches toward both technology and engagement. The present study adopted a cross-sectional study method to investigate the relationship between students' user acceptance of clickers, learning approaches, and general engagement in the clicker classes. A group of 3371 university students were investigated by an online questionnaire that contained with Unified Theory of Use and Acceptance of Technology, Study Process Questionnaire, and National Survey of Student Engagement across a two-semester span in 2015 and 2016. A regression analysis had been adopted to examine the relationship between those variables. Results indicated that a deep learning approach significantly predicted all user acceptance domains towards using clickers and significantly predicted several engagement domains such as collaborative learning and reflective and integrative learning. We concluded that deep learners tend to share a constructive attitude toward using clickers, especially when their peers are also using the clickers. While deep learners prefer integration of knowledge and skills from various sources and experiences, we hypothesize that their willingness to integrate clicker activities in their learning process stems from seeing clickers as a medium for consolidation in the learning process. Future research is, therefore, necessary to provide more detailed evidence of the characteristic of deep learners on the qualitative arm or in a way of mixed research method.Keywords: unified theory of acceptance and use of technology (UTAUT); learning approaches; clickers; students' response system (SRS); blended learning; higher education BackgroundA paradigm shift towards an individualized [1] and constructivist approach [2] to learning have driven flourishing implementation and research [3][4][5] on the use of students' response systems in classroom settings. This simple technology replaces the traditional ways to collect student feedback and makes the classroom become a more interactive and engaging learning environment [6]. To promote student engagement, there is increased use of this effective tool in the classroom. Due to the reforming higher education system in Hong Kong, it is not difficult to discover the increasing large classes in various Hong Kong higher education institutions. The use of students' response system (SRS, a.k.a, clickers) in large classrooms has been established as an effective approach for facilitating students' engagement in active learning [7,8]. However, students have diverse motivations and different learning approaches-such as surface versus deep learning motives-that influence their learning attitudes and behaviors [9,10] in terms of need for cognition further learning exploration and enjoyment of learning in attitude towards literacy [11]. Those diverse learning motivations from students may result as a difference on thei...

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Do we click in the right way? A meta-analytic review of clicker-integrated instruction

Cited by 133 publications

References 90 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

Prediction of Students’ Use and Acceptance of Clickers by Learning Approaches: A Cross-Sectional Observational Study

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