Abstract
ABSTRACT The purpose of this study was to assess the impact, and students’ and teachers’ perceptions, of using smartphones as clickers during formal lectures. This was an observational study based on a qualitative analysis of semi-structured interviews. Forty French dental students received conventional lectures, and 40 additionally used the Socrative® digital tool to answer several questions during the session. Thematic analysis makes it possible to state that students were bored by, and unwilling to take part in, conventional lectures. The use of real-time, smartphone-based questions helped them to stay focused and share opinions with their classmates. Teachers also found the lecture livelier and the students more involved thanks to the immediate feedback. The results of this study imply that using smartphones as clickers may simplify the use of clickers, encourage students to participate and increase student–teacher interaction.
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