Effectiveness of clickers: Effect of feedback and the timing of questions on learning

Abstract

Individual response devices or “clickers” are now being used in many classrooms as an active-learning component of courses. Educators may wonder whether clickers are truly beneficial to learning. This study was designed to examine whether clickers increase retention of lecture material over two days in a more controlled situation than the live classroom. Participants watched a video lecture and were either given clicker questions about the video or no clicker questions with a ‘test’ occurring two days later. The effect of immediate feedback and the timing of the questions (either throughout the video or all at the end) were assessed. It was found that clicker questions improved memory for material two days later compared to no-clicker controls, provided that immediate feedback was given about each question. Scores two days later actually improved compared to scores on the day of the video when feedback was given about the correct answers. The timing of clicker questions did not affect scores. Results are consistent with studies that took place in more ecologically valid but less controlled live classroom situations. The results may guide educators in the effective use of clickers.