Can clicking promote learning?

Abstract

PurposeThe purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance.Design/methodology/approachStudents of an undergraduate business course of a British university took part in the survey. The survey questionnaire was distributed to students during the revision week of the course and a total of 61 valid responses were gathered from them. The linear regression analysis using statistical package for the social sciences was performed to analyse the data.FindingsThe results indicated the significant relationships for all six hypotheses. The model explains a variance of 43.2 per cent in learning performance, which indicates that independent constructs contribute significantly on the research model’s performance.Research limitations/implicationsFirst, the sample only provides the students’ views about the use of clickers in the classroom setting. Second, the sample size for the gathered data is small. Third, the variance explained by the research model is reasonably moderate and hence can be improved further.Originality/valueThis is the first study to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance in the UK educational setting.