The Effects of Clickers With Different Teaching Strategies

Abstract

The aim of this review was to analyze the effects of instance response systems or clickers on students' learning in different teaching strategies. A total of 128 empirical studies were reviewed; 80% of the studies were conducted in the context of lectures or collaborative learning. Further analysis of the studies using a quasi-experimental design revealed that clicker usage in traditional lectures may enhance students' attention and participation. However, it is not more effective than low-technology methods such as hand raising or response cards in terms of learning performance. Clickers combined with collaborative peer-aided learning have shown positive results with large effect sizes. Furthermore, incorporating clickers into innovative teaching strategies appears to be promising. Finally, the use of clickers to promote high-order thinking is discussed.

Toward Reducing Anxiety and Increasing Performance in Physics Education: Evidence from a Randomized Experiment

“…Lantz and Stawiski (2014) state that the time to set up these devices and software, or preparing multiple choice questions before class, may discourage teachers. Other authors, such as Liu et al (2017) and Hoekstra (2015), consider the difficulty of stimulating higher level thinking with multiple choice questions during formative assessments as a drawback, but also indicate that these questions develop critical thinking of students from seeing and analyzing the various responses of their fellow students.…”

Diseño de un estudio exploratorio para la aplicación de técnicas de analíticas de aprendizaje en la enseñanza de las fracciones en 5º curso de Educación Primaria/ Design of an exploratory study for the application of learning analytical techniques in the teaching of fractions in the 5th year of Primary Education

“…Esta lentitud se incrementa en gran medida si nos fijamos en el caso de la educación primaria. Diversos meta-análisis recientes indican que los participantes de sus estudios analizados eran en su mayoría estudiantes universitarios (p.ej., Hunsu et al, 2016y Liu et al, 2017. En concreto, en ambos estudios se muestra que casi el 90% de los trabajos de investigación analizados tuvieron lugar en aulas universitarias.…”

“…En este sentido, diversas investigaciones apuntan a que las técnicas de LA ofrecen posibilidades a la hora de detectar y superar concepciones erróneas y de individualizar las secuencias de enseñanza. Atendiendo las reivindicaciones de diferentes autores como Hunsu et al (2016), Kay y LeSage (2009) o Liu et al (2017), quienes solicitan profundizar en la correcta utilización de LA dentro de los sistemas educativos, el presente estudio aspira a analizar la eventual efectividad de una retroalimentación individualizada en la enseñanza de las matemáticas.…”

Using Clickers for Deliberate Practice in Five Large Science Courses

“…At a minimum, engaging students in answering clicker questions in class promotes their sense of self-efficacy (Hunsu et al, 2016), that is, the belief in their ability to do a certain task. Clicker questions also may aid conceptual learning (Chien et al, 2016;Hunsu et al, 2016), especially when used in peer-aided learning approaches (Liu et al, 2016). It is important to note that clickers used in other ways also enhance learning compared with lecture or verbal question-answer formats alone, presumably by providing students with immediate feedback in a nonintimidating way (Chien et al, 2016).…”