The impact of individual and shared clicker use on students' collaborative learning

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

“…There is a rich literature on instructional approaches around ARS tools (for an overview, see Caldwell, ; Chien et al, ; Fies & Marshall, ; Han, ; Hunsu, Adesope, & Bayly, ; Kay & LeSage, ). Clicker‐based activities can be designed as individual or collaborative activities (McDonough & Foote, ), utilize different forms of closed‐type questions, such as multiple‐choice, yes/no, or fill‐in‐the‐blank items (Desrochers & Shelnutt, ; Sutherlin, Sutherlin, & Akpanudo, ), and be used at different points during a lecture for addressing different sets of learning goals. For example, using clickers in the beginning or during the lecture could provide valuable information on students' prior understandings and misconceptions (Anderson, Healy, Kole, & Bourne, ; Caldwell, ), thus helping the teacher in better adapting the lecture to students' needs (Kay & LeSage, ; Wit, ).…”

The effectiveness of integrating teaching strategies into IRS activities to facilitate learning

“…McDonough and Foote () investigated the impact of individual and shared clicker use on collaborative learning. The findings indicated that the clickers promoted the students' peer discussion and learning interaction, and the learners had similar feedback in general enjoyment and students reported positive reactions to both shared and individual clicker activities; however, the findings indicated that when students had the chance to compare shared and individual clicker use, they preferred shared clickers…”

“…Studies have indicated that using IRS applications with various teaching and learning strategies such as the gamification strategy (Sunde, ; Wang, ), the cooperative learning strategy (Brady, Seli, & Rosenthal, 2013; Chuang, ; McDonough and Foote, ) and learning assessment (Simelane‐Mnisi and Mji, ) has a positive impact on learning effectiveness.…”

“…Second, researchers have indicated that the improvement or positive effect of using the IRS might be because of the novelty effect (Liu et al, ); hence, Heaslip et al () suggested that future studies on IRS applications could explore the attitudes of students who have used the IRS over a longer period of time to see whether the learning effect varies over time, and could also investigate the reason why students are more reticent about engaging in the learning environment than they are in the social media sphere (Heaslip et al, ). Moreover, researchers have suggested comparing the longer‐term learning outcomes generated by individual and collaborative reasoning (McDonough and Foote, ). Third, future research could focus on including students' learning achievement in the analysis to help control for the effect that academic capability might have on clicker use (Pond, ).…”

“…Research has indicated that using the interactive response system (IRS) facilitates students' and teachers' interaction, and increases course attendance and learning performance (Chuang, ; Heaslip, Donovan, & Cullen ; Lin, Liu, & Chu ; McDonough & Foote, ; Simelane‐Mnisi & Mji, ). Some of the studies used the Clickers system as IRS learning tools to promote interactive interaction in class, such as Serafini's study () which used the Clickers system in social sciences classes, Cardoso's study () which used them in a language learning course (Cardoso, ) and Liu, Chu, Lin, and Wang's study () which adopted them for a Physics course.…”