“…It is therefore not surprising that when clickers are used in the classroom, students find the class more engaging, interesting and entertaining (Barnett, 2006;Benson et al, 2016;Blasco-Arcas, Buil, Hernández-Ortega, & Sese, 2013;Chien et al, 2016;Stevens & Fontenot, 2017). Numerous studies have also shown that clickers are effective, such that student performance on exams increases compared to traditional classrooms without clickers or nontechnology-based response systems (e.g., holding up response cards; Blasco-Arcas et al, 2013;Brady et al, 2013;Hunsu et al, 2016;Shaffer & Collura, 2009). In addition, compared to control or hand-raising groups, the anonymity of clickers creates a more comfortable classroom environment that facilitates student participation and decreases student conformity to questions in class (i.e., increases variability of responses to questions; Freeman, Blayney, & Ginns, 2006;Stowell & Nelson, 2007;Stowell, Oldham, & Bennett, 2010).…”