Topic
Clicker
About: Clicker is a research topic. Over the lifetime, 622 publications have been published within this topic receiving 11933 citations. The topic is also known as: cricket.
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TL;DR: This article used a personal response system (or clickers) to promote student-instructor interaction in a large lecture class and found that the clicker treatment produced a gain of approximately 1/3 of a grade point over the no-clicker and control groups, which did not differ significantly from each other.
449 citations
TL;DR: Students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm, and attendance and course grade were positively correlated.
Abstract: We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.
434 citations
TL;DR: The ways in which student characteristics and course design choices were related to students’ assessments of the contribution of clicker use to their learning and involvement in the classroom are investigated.
Abstract: To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004), this study investigated the ways in which student characteristics and course design choices were related to students’ assessments of the contribution of clicker use to their learning and involvement in the classroom. Survey responses of over 1500 undergraduates enrolled in seven large enrollment ‘clicker courses’ offered by three university departments are analyzed. A number of factors contribute to students’ positive perception of clickers: a desire to be involved and engaged, a view that traditional lecture styles are not best, valuing of feedback, class standing, previous experience with lecture courses, anticipated course performance, and amount of clicker use in the classroom. These results underscore the importance of considering social and communication elements of the classroom when adopting student response technology.
369 citations
TL;DR: In this paper, students enrolled in three levels of general chemistry self-reported their attention decline during both lecture and other teaching approaches via personal response devices (clickers) and reported attention declines of 1 min or less more often than longer attention lapses.
Abstract: Students enrolled in three levels of general chemistry self-reported their attention decline during both lecture and other teaching approaches via personal response devices (clickers). Students report attention declines of 1 min or less more often than longer attention lapses. The data suggest that student engagement alternates between attention and nonattention in shorter and shorter cycles as lecture proceeds. Introduction of other pedagogies, specifically, clicker questions and demonstrations resulted in significantly lower self-reported student attention decline than lecture. This effect persisted during lectures immediately following the intervening pedagogies. Implications of this research for teaching are discussed.
320 citations
TL;DR: The authors compared an electronic audience response system (clickers) to standard lecture, hand-raising, and response card methods of student feedback in simulated introductory psychology classes and found that participants in the clicker group had the highest classroom participation, followed by the response card group, both of which were significantly higher than the hand-raining group.
Abstract: We compared an electronic audience response system (clickers) to standard lecture, hand-raising, and response card methods of student feedback in simulated introductory psychology classes. After hearing the same 30-min psychology lecture, participants in the clicker group had the highest classroom participation, followed by the response card group, both of which were significantly higher than the hand-raising group. Participants in the clicker group also reported greater positive emotion during the lecture and were more likely to respond honestly to in-class review questions.
319 citations