Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning

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

“…Students expressed a strongly positive attitude towards SAGA, stating that the quizzes helped them prepare for the lectures and the final examination and that they were useful for them in better understanding the material and identifying errors and misconceptions. These learning benefits are cited often in the ARS literature (e.g., Mayer et al, ; Shapiro & Gordon, , ; Shapiro et al, , and Hoekstra & Mollborn, , respectively) and refer to the activity as whole, appearing at the same level in all four treatment conditions. The latter suggests that even in their simpler feedback condition (PERC group), SAGA triggered strongly positive attitudes to students.…”

“…Despite their recognized educational value, reviews on ARS present an inconclusive view on their potential in enhancing student learning and academic performance. On one side, numerous studies have provided evidence on their beneficial impact on retention (Prince, ), factual knowledge acquisition (Mayer et al, ; Shapiro et al, ; Shapiro & Gordon, , ), and course grades (Brady, Seli, & Rosenthal, ; Mayer et al, ; Poirier & Feldman, ). For instance, Mayer et al () compared the midterm and final exam scores of students who answered clicker questions, students who answered the same questions on paper, and students who did not receive questions.…”

“…Although Shapiro () cites methodological issues and technology‐related factors as the reason for little or negative effects in some studies, the fact remains that the discussion on the impact of ARS on actual student performance is still ongoing. Thus, many researchers have called for further studies that would integrate both qualitative and quantitative data in rigorous research designs (Chien et al, ; Fies & Marshall, ; Han, ; Kay & LeSage, ), whereas others underlined the importance of the instructional approach (Kennedy & Cutts, ; MacGeorge et al, ; Mun, Hew, & Cheung, ; Shapiro et al, ).…”

Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment

“…The similarity that clickers did not improve the learning outcomes when compared with another active learning pedagogy (using traditional class discussion). In contrast, recent findings based on larger sizes of class (>50 students) suggest otherwise [11,48,49]. They found that clickers consistently produced better learning outcomes as they play a significant role in cognitive learning; and they promote fact retention, even though they may impede conceptual understanding.…”

Make learning fun to increase nursing students’ success: Formative feedback in communication learning

“…Immediate formative feedback is beneficial for both students and educators. 13,14 Educators are able to assess their students' level of understanding and improve their learning according to their needs. 10 Meanwhile, students are able to reflect on their own learning needs from the start of the course, get immediate feedback on their performance in each lecture and practice and prepare for summative exams.…”