Effect of answer format and review method on college students' learning

Enriching feedback in audience response systems: Analysis and implications of objective and subjective metrics on students' performance and attitudes

“…There is a rich literature on instructional approaches around ARS tools (for an overview, see Caldwell, ; Chien et al, ; Fies & Marshall, ; Han, ; Hunsu, Adesope, & Bayly, ; Kay & LeSage, ). Clicker‐based activities can be designed as individual or collaborative activities (McDonough & Foote, ), utilize different forms of closed‐type questions, such as multiple‐choice, yes/no, or fill‐in‐the‐blank items (Desrochers & Shelnutt, ; Sutherlin, Sutherlin, & Akpanudo, ), and be used at different points during a lecture for addressing different sets of learning goals. For example, using clickers in the beginning or during the lecture could provide valuable information on students' prior understandings and misconceptions (Anderson, Healy, Kole, & Bourne, ; Caldwell, ), thus helping the teacher in better adapting the lecture to students' needs (Kay & LeSage, ; Wit, ).…”

Effect of audience response system technology on learning outcomes in health students and professionals

“…Finally, reviewer-level limitations include incomplete retrieval of information for several of the citations excluded, the exclusion of nine studies for not meeting the study design criteria, and the existence of other relevant studies not identified with this reviews search strategy resulting in bias. However, as the results and conclusions reported in seven [16][17][18][19][20][21] out of nine citations excluded for inadequate study designs were in line with this review (i.e., there was no effect of ARS on learning outcomes), search strategy bias was unlikely.…”

Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education

“…Our study can complement the previous literature, which uses econometrics and includes a better intervention group/control group ratio than has been used in other studies (1/3 ratio in our case versus 1/1 in Desrochers & Shelnutt, and 1/2 in Marshall & Varnon, ).…”

“…Although the majority of recent studies on the effect of ARSs on academic achievement conclude that ARSs may have a positive impact, there seems to be a certain degree of heterogeneity, both with regard to the methodologies used (before–after analysis, such as Hancock, ; qualitative techniques, such as Mollborn & Hoekstra, ; econometric regressions, such as Desrochers & Shelnutt, and Marshall & Varnon, ; or even multicriteria decision, such as Crossgrove & Curran, ) and sample characteristics (with or without control groups that can be used as counterfactuals to the intervention groups).…”