Abstract
Student response systems (SRSs) are reported to increase student interest, interaction, and engagement and result in “deeper” learning. However, the effects on learning are still suspect. Here, outcomes were compared for students in SRS and traditional sections of 200-level and 500-level psychology courses. Results showed SRS students reported more engagement, gave higher evaluations, and had fewer absences. There were also main effects of course and interaction effects of SRS and course on engagement and absenteeism. The SRS effect on student achievement varied by course. These findings add to our understanding that the effects of SRS are the result of a mix of learner, teaching, and course characteristics.
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