Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance
ARTICLE
Lorena Blasco-Arcas, Isabel Buil, Blanca Hernández-Ortega, F. Javier Sese
Computers & Education Volume 62, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process.
Citation
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B. & Sese, F.J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62(1), 102-110. Elsevier Ltd. Retrieved March 7, 2021 from https://www.learntechlib.org/p/132231/.
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Keywords
- Audience response systems
- clickers
- collaborative learning
- College Students
- Computer Assisted Instruction
- Cooperative learning
- educational technology
- engagement
- Handheld Devices
- interaction
- interactivity
- learner engagement
- Learning Performance
- Peer Relationship
- social sciences
- student attitudes
- Teacher Student Relationship
- teaching methods
Cited By
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Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools
Nuria Hernández-Sellés, Vice dean of , Spain; Pablo-César Muñoz-Carril, Professor in the Pedagogy and Didactics Department and Teacher Training Faculty at the University of Santiago de Compostela, Spain; Mercedes González-Sanmamed, Full Professor in the Pedagogy and Didactics Department of the Faculty of Education Sciences at the University of A Coruña, Spain
Computers & Education Vol. 138, No. 1 (September 2019) pp. 1–12
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Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities
Si Zhang, School of Information Science and Engineering; Qingtang Liu, School of Educational Information Technology
Computers & Education Vol. 134, No. 1 (June 2019) pp. 145–155
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