Effects of Audience Response Systems on Student Achievement and Long-Term Retention

Abstract

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Interactive Learning Environment:Engaging Students Using Clickers

“…A six-year study by Poulis, Massen, Robens, and Gilbert (1998) revealed compelling evidence that clickers integrated in physics courses significantly improved student scores on examinations. Karaman (2011) found significant improvement in learning after a four-week time period; however, long-term retention was no different between groups. Improvement in student achievement was also reported by both Mazur (1997), who used clickers to support peer instruction, and Hake (1998).…”

The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review

“…However, while some papers highlighted the significance of the immediacy of intervention, they also found no replication of results at follow-up stages (Doucet et al 2009;Liu et al 2010;Karaman 2011, Tregonning et al 2012 suggesting that it is most effective for immediate retention of facts (Anderson et al 2013). Additionally, Shapiro and Gordon (2012) suggest that utilisation of clickers for factual multiple-choice questions appears to enhance memory for delayed factual test questions.…”

Technology enhanced learning as transformative innovation: a note on the enduring myth of TEL

“…Supporting this use are a variety of papers reporting the benefits to students of ARS (Oliveira, Binda, Lopes & Vaile, 2017;Giacalone, 2016). However, many papers suggest that whilst students perceive ARS positively, there is no actual benefit to student learning (Funnell, 2017;Karaman, 2011). Kay and LeSage (2009) conducted a literature review on the use of ARS concluding that much of the evidence was based on questionable methods, with the majority of ARS investigations consisting of "broad assessments of attitude and/or anecdotal observations" (p825).…”