A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research ARTICLE
Leonard Bachman, University of Houston, United States ; Christine Bachman, University of Houston-Downtown, United States
Journal of Interactive Learning Research Volume 22, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examines the effectiveness of a classroom response system (CRS) and architecture students’ perceptions of real-time feedback. CRS is designed to increase active engagement of students by their responses to a question or prompt via wireless keypads. Feedback is immediately portrayed on a classroom projector for discussion. The authors discuss the positive impact of CRS on student engagement and performance. Final exam scores and results from a survey and focus group input are examined. Findings indicate significant differences in final exam course grades between students using a CRS and those who did not. In summary, students reported clickers to be fun, they increased class participation and involvement, were effective to students’ learning experience and help keep them feeling mentally engaged, academically responsible and accountable.
Bachman, L. & Bachman, C. (2011). A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research. Journal of Interactive Learning Research, 22(1), 5-21. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from https://www.learntechlib.org/primary/p/30542/.
© 2011 Association for the Advancement of Computing in Education (AACE)
Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective
Alaba Olaoluwakotansibe Agbatogun, The University of Edinburgh, United Kingdom
Journal of Information Technology Education: Research Vol. 11 (Jan 01, 2012) pp. 249–267
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.