Do clickers work for students with poorer grades and in harder courses?

Anderson, Scott; Goss, Allen; Inglis, Mike; Kaplan, Alan; Samarbakhsh, Laleh; Toffanin, Melissa

doi:10.1080/0309877x.2017.1323188

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…Similar results were found by Hussain and Wilby [26], who found that students who were part of a class that used a clicker system received better final grades compared to students who were taught without a clicker system. The recent study by Anderson et al [2], indicates that the impact of clickers on results depends on students' characteristics (weak, average, or strong) and the difficulty of the course. Clickers improve grades for weak students in more challenging quantitative courses.…”

Section: Literature Reviewmentioning

confidence: 99%

“…(1) students' perception of the use of their devices as clickers to improve their examination scores and learning; (2) the comparison of the self-reported and peer-reported impact of clickers on learning; and (3) the factors for adoption/nonadoption of the use of BYOD as clickers to participate in active learning. The paper is organized as follows: first, the literature review is presented, followed by the method used for data collection, and finally, the findings, discussions, and conclusion sections are presented.…”

Section: Introductionmentioning

confidence: 99%

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Adoption and use of smart devices as clickers in classrooms in higher education

Demeke

2023

Comp Applic In Engineering

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The availability of students' smartphones, tablets, and laptops, known as bring your own devices (BYOD), used as clickers rather than the custom devices provided by institutions is increasing. Introducing BYOD as clickers and the level of adoption by students is not explored in the literature. Another element that is not reported in the literature is students' negative perception of the use of clickers. This paper reports on the factors of the adoption of BYOD and the impact of the use of BYOD for engagement and active learning. The study used mixed‐method data analysis. A questionnaire was used to collect qualitative and quantitative data from 78 students. The technology acceptance model (TAM3) was used to develop a partial least square‐structural equation modeling (PLS‐SEM) model to test hypotheses on the factors affecting the adoption of BYOD by students as clickers. PLS‐SEM was used to test the proposed hypotheses based on TAM3 factors. The qualitative data analysis indicates that BYOD has a role as a facilitator of active learning and engagement. Job relevance has a weak positive relationship with output quality; result demonstrability has a negative weak relationship with resistance to adoption. Incompatibility of BYOD as a clicker acts as a factor for the nonadoption of the technology. This research suggested the inclusion of the BYOD technology compatibility factor for analyzing the perception of usefulness. The findings have particular implications for curriculum planners and educators.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adoption and use of smart devices as clickers in classrooms in higher education

Demeke

2023

Comp Applic In Engineering

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“…There is conflicting evidence on the effectiveness of clickers on student learning gains with some research asserting there is an impact (Baumann, Marchetti & Soltoff, 2015;Bojinova & Oigara, 2013;Lantz & Stawiski, 2014;Zhonggen, 2017). Others find little to no difference in student learning through the use of clickers (Anderson et al, 2018;Caldwell, 2007;Dill, 2008;Gebru, Phelps & Wulfsburg, 2012;Hudson, McGowan & Smith, 2011;Moniz et al, 2010;Stowell, 2015;K. Walker & Pearce, 2014;R.…”

Section: Literature Reviewmentioning

confidence: 99%

Contingent teaching through low-tech audience response systems

Lowe¹,

Macy²,

Stone

2019

JIL

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For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.

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Undergraduate Game-Based Student Response Systems (SRSs): A Systematic Review

Squire

2023

Tech Know Learn

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Do clickers work for students with poorer grades and in harder courses?

Cited by 6 publications

References 12 publications

Adoption and use of smart devices as clickers in classrooms in higher education

Adoption and use of smart devices as clickers in classrooms in higher education

Contingent teaching through low-tech audience response systems

Undergraduate Game-Based Student Response Systems (SRSs): A Systematic Review

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