Use Of Clickers Research Articles

Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning

ABSTRACTFlipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning.

Enhancing Student Engagement in a Blended Resident and Online Course Using Clickers and Embedded Questions

This paper describes the use of Clickers (small, mobile phone like electronic devices) and embedded questions in streaming videos for the purpose of student engagement in a course that was taught with a blended delivery model in a live resident classroom and also delivered to distance education students online. In order to provide the ability for instructors to engage students in a rich interactive environment, a creative use of Clickers and embedded questions was developed for a course in Mechanical Engineering-ME 201: Introduction to Thermal Sciences at Penn State.Details of how Clicker devices and specially designed Clicker questions are used to receive feedback of students in a resident classroom are first presented, followed by details of using similar questions embedded in streaming videos for online delivery. The student feedback collection and its analysis for both resident and online courses is discussed. The study shows that such an approach makes creative use of the modern instructional technologies to enhance the teaching-learning process and improve the understanding of students.

A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes.

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.

A review of literature on the use of clickers in the business and management discipline

Classroom response systems (clickers), in their various forms, are widely used across disciplines, demonstrating effectiveness across a range of different educational settings. However, only a few literature reviews on this technology have been undertaken in general, and no review has yet been performed on this topic in the business and management context. Realising the existing research gap, this article reviews 33 clicker-related studies from the business and management discipline that are largely focused on student perceptions and outcomes. The purpose of this paper is to provide a critical and balanced review of articles from the business and management discipline on various themes such as learner's engagement, performance, learning, participation, satisfaction, feedback, attendance, enjoyability, motivation, and interactivity, to name a few. The review also provides a brief account of lessons learned from the literature published in other disciplines and recommendations provided by studies from the business and management discipline.

Use of Student Response Systems for Summative Assessments

Student Response Systems (Clickers) have been adopted by a number of instructors to increase interactions, student engagement and/or formative assessment and feedback especially in large group sessions. Clickers are well known as tools for active learning strategy particularly in formative assessments. However, they are rarely used in assessments that count. With the advent of clickers with a display screen, attempts are being made to use clickers in summative exams. We examined the feasibility of their use in high stakes summative assessment by piloting such an assessment in a simulated setting. Utilizing the lessons learned in the pilot study, clickers were used in formative and summative assessments in various iterations of a computer course taught by one of the authors (CC). At the end of the course, perceptions of students on the use of clickers for high-stake examinations were obtained using an online survey. The instructor was interviewed to identify factors that facilitated clicker use and the challenges faced. In general, students were accepting of the use of this technology in high stakes exams and found it engaging and satisfying, primarily because of instant feedback. The instructor found the process less time consuming and efficient, and more secure compared to scan sheets. Clickers are best used for examinations of short duration, with multiple-choice questions or questions with minimal text or mathematical entry.

Acceptance of clickers in a large multimodal biochemistry class as determined by student evaluations of teaching: Are they just an annoying distraction for distance students?

A student response system (clickers) was introduced into a second year introductory biochemistry class to improve student engagement and performance. The class was delivered in both internal and distance education (DE) modes, with the DE students receiving recordings of the lectures (including clicker activities). However, there was concern over the use of clickers in internal classes as it may be alienating or distracting to DE students while reviewing the recordings of these lectures. In order to examine students' attitudes toward clickers, closed- and open-ended questions were examined in the student evaluations of teaching (SET). Understanding attitudes of internal and DE students is especially important as differences may exist between these groups due to the different learning environments they experience. Approximately 45% of students completed the surveys, of which 88%-91% provided written comments. Of the written comments, 18% of DE students and 22% of internal students provided unsolicited comments about clickers. Interestingly, no difference was observed in the themes identified in the comments between cohorts. The key themes included 1) clickers were beneficial for learning (and increased knowledge), 2) clickers were engaging/fun, and 3) clickers could have been used more widely. Overall, based on this study, it was believed that clicker usage was not seen as negative activity by DE students and it was worth continuing to use clickers in teaching the large multimodal class studied here. However, there is a need to investigate the potential of new and emerging technologies to provide more interactive experiences for DE students.

Digitally Enhanced Learning?

Are pervasive technologies reaching their potential in the classroom? Maria Ebling discusses the use of smart boards, clickers, smart pens, tablets, and smartphones, considering their current use in higher education.

Nursing Student's Attitudes towards Clickers in the Classroom

Objectives: The purpose of this study was to assess and describe baccalaureate nursing student's attitudes towards clickers in the classroom. Methodology: A descriptive study was utilized to assess and describe student's attitudes with the use of clickers in the classroom. Attitude scales consisted of (20) items were developed by the authors with content validity established through review of the items by (13) expert nursing faculty. The 70 of Mosul Nursing students were participated in the study for the period 16-20 October, 2013. Statistical analysis was conducted to determine a frequency distribution of responses for each item as reported for the entire sample. Results: Overall, the findings demonstrated that students were satisfied with the use of clickers in the classroom and encouraged the instructor to continue to use them for this class in the future. Students' overall perceived the clickers to help with their knowledge acquisition and retention. Conclusions: This paper contributes to the literature on the use of innovative technology such as clickers in large class lectures in the Iraqi higher education context in particular and Nursing teaching context in general. Recommendation: Further research regarding the motivation of students within the classroom and clicker implementation should be investigated

Faculty Perceptions of the Adoption and Use of Clickers in the Legal Studies in Business Classroom

The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. The authors measured clicker use in legal studies among business faculty and investigated perceptions and factors associated with the adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never used or rarely use clickers, and that very few faculty members in the discipline use clickers regularly. Instructors perceive that clickers can improve teaching, but may be reluctant to adopt them because of time constraints.

Student Diversity, Peer Instruction and Classroom Response Systems Some Lessons

The diversity of undergraduate students within a given lecture is on the increase – both in terms of their personal traits and their performance. The latter development presents a challenge to lecturers, who may have difficulty adapting their teaching methodology because the students’ actual performance often materialises only at the end of the term.Based on practical experience, this paper shows how classroom response systems, using so-called ‘clickers’, can be employed to meet this challenge in several ways. A brief test of the material already taught in the first few lectures can provide the lecturer with a rough impression of the performance level in the class right at the start of the term. Yet, more interesting information is to be obtained from a simultaneous survey of potentially performance-related characteristics of the students. Simple statistical analysis will then reveal whether and, if so, which characteristics actually drive student performance. In the best case, the insights thus gained can be used to adapt teaching styles. The paper further argues that the continuous use of clickers in conjunction with the method of peer instruction can appreciably improve learning results without consuming too much lecture time.

Student evaluation of clickers in a dental pathology course.

Background The purpose of this study was to evaluate the degree of satisfaction of students and teachers, and to determine whether the students notice improvements in learning and in the learning environment as a result of the use of clicker. Material and Methods Descriptive study. Fifty-one students and 8 teachers participated in the use of clicker technology in 8 preclinical seminars in dental pathology. Students and teachers filled a three-domain questionnaire at the end of the preclinical course. We used the Mann-Whitney U-test to compare the results between the two groups. Results The domain “perception and expectation” showed the use of clickers to be simple and convenient for 80% of the students, who expressed interest in extending the practice to other teaching areas. In the domain “active learning”, over 70% of the students found the technique to be dynamic, participative and motivating. In the domain “improved learning”, over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear. Thirty percent considered the items of the examination to be of a complexity similar to that of the first and second tests. Only in this latter aspect were significant differences found between the teachers and students (p=0.001). Conclusions Participants described the use of clickers as simple and useful, motivating and participative. Both the students and teachers considered the technique to improve teaching and the learning environment. Key words:Dental education, audience response system, clickers, classroom response system, student´s perception.

Enhancing Education Activities for Health Care Trainees and Professionals Using Audience Response Systems: A Systematic Review.

This review examines the effect of incorporating clickers within practice-based education sessions on educational outcomes of health care trainees and professionals. A systematic literature review was conducted on primary research studies published up until August 2014. Studies were identified by database searching (Ovid MEDLINE, EMBASE, CINAHL, Scopus, Web of Science, and PsychInfo), citation searching, and reference list checking. Studies were restricted to those evaluating the use of clickers as part of the provision of postgraduate education or continuing education programs and were evaluated according to Kirkpatrick's four levels of training evaluation (reaction, learning, behavior, and results). Seventeen studies met the eligibility criteria. Twelve studies assessed learner and/or speaker reactions, with feedback overwhelmingly positive in all studies. Reported learner benefits included increased attentiveness, engagement, and enjoyment of presentations. Speakers reported that using clickers engaged the audience and assisted in assessing audience comprehension. Eight studies assessed learning outcomes. Higher level evidence obtained from four randomized studies demonstrated significant improvements in knowledge with the use of clickers compared with traditional didactic presentations, but no differences when clickers were compared with an interactive lecture with integrated questions. No studies adequately assessed higher level educational outcomes (behavior and results). Although the use of clickers improves learning environment and learner satisfaction, the limited high-quality data for improvements in learning and behavior outcomes make it uncertain whether the acceptance and implementation of clickers within routine practice-based education programs are warranted at this stage.

Las TIC en la formación universitaria. Logros y desafíos para la formación en psicología y educación

The present study aims to develop significant learning in college students through active and participative learning methods that promote autonomy and self-reflection. Study 1 aims to explore students´ perceptions of the use of clickers in Psychology students. Participants were 60 college students ages 19 to 26 (M = 21.12, SD = 1.47) who answered a 40-item multiple alternative likert-scale with additional open-ended questions. Results revealed perceived benefits (class dynamic, theory review and reinforcement), and perceived uses (debates, experiments, evaluations with immediate reinforcement, and knowledge verification). It is concluded that the use of clickers in undergraduate formation in Psychology is an effective tool to introduce IT to support students´ learning process. Study 2 is an exploratory study using flipped classroom with 5th semester preschool and primary education students, using active methods inside, and outside the classroom. Results revealed that college students tend to internalize better the theoretical concepts, and display better levels of motivation, as well as satisfaction with their achievements.

Introducing a learner response system to pre-service education students: Increasing student engagement

Described in this study is a learner response system (clickers) used with first-year undergraduate students in a small group setting. The aim of the project was to address issues faced by us all as we seek to improve class participation, as well as engage students in lectures and tutorials throughout the course. Data collection for this case study incorporated diary entries by the lecturer and student responses to the use of clickers and reflects both the course coordinator’s journey through the process of introducing this new technology and changing students’ responses as they engage with this technology. The article reports on the positive results particularly in relation to increased potential for clickers to be used as a teaching and learning tool. The significance of this study, however, lies in the recognition that pedagogical approaches need to be taken into consideration when planning for effective use of clickers as a tool for engaging students.

Use of clickers vs. mobile devices for classroom polling

An increasing number of instructors are using mobile devices in place of “clickers” to acquire student responses to questions posed by the instructor during class. This exploratory study compared the number of correct, incorrect, and missing responses of students who responded to in-class polling questions using clickers or mobile devices. In one of two classes, students using mobile devices had a greater number of missing responses and fewer correct responses than students using clickers, but there were no differences in final grades. In the other class, there were no differences on these measures. Overall, students' attitudes toward using clickers and mobile devices were favorable, but 31% of those who reported using a mobile device could not connect to the Internet “sometimes” or “most of the time.” Of those who completed the technology survey, the majority (58%) reported being “never” or “rarely” distracted by other uses of their mobile device during class. Instructors who desire to have students use mobile devices for classroom polling should be aware of the possible differences in missing and correct responses, and the potential challenges unique to mobile technology.

The use of lecture videos, eBooks, and clickers in computer courses

This study describes the implementation of a series of technology tools to enhance the delivery of computer courses, specifically C++, COBOL, and SQL. The tools include: recorded lectures, video tu...

Clickers and Classroom Voting in a Transition to Advanced Mathematics Course

Clickers and classroom voting are used across a number of disciplines in a variety of institutions. There are several papers that describe the use of clickers in mathematics classrooms such as precalculus, calculus, statistics, and even differential equations. This paper describes a method of incorporating clickers and classroom voting in a Transition to Advanced Mathematics course. The clicker questions were used to initiate small-group discussions in order to improve the mathematical communication skills of the students. Student and instructor reactions to the clickers and group discussions are given.

Use of remote response devices: an effective interactive method in the long- term learning

The aim of this study was to evaluate whether the use of personal response systems (PRS) or clickers improved learning and retention of radiology concepts within a group of medical students. A total of 175 medical students attended 17 thoracic radiology lectures. Half of the information was taught with traditional teaching methods. The other half was performed using multiple-choice Power Point slides with PRS. Three months later, the students were tested using questions about the topics explained with and without PRS. We compared the average numbers of correct answers, wrong answers and unanswered questions between the topics explained with PRS and those without. The average number of correct answers was significantly higher in the interactive teaching (PRS) questions than in the passive education questions (63.6 vs. 53.2 %, p < 0.05). The percentages of wrong and unanswered interactive teaching questions were significantly lower than those in the passive education questions (23.4 vs. 27.4 % p < 0.005 and 13 vs. 19.5 % p < 0.005 respectively). Interactive learning with the use of remote response devices (PRS) is an effective method in teaching radiology because it improves learning and retention of knowledge.

Using Clickers to Enhance Student Learning in Mathematics

The purpose of this study was to determine how to integrate technology into mathematics classes using clickers in the high school setting. The ability to integrate technology into instruction is a current requirement for mathematics teachers in the United States; however, students have been traditionally taught to solve equations using pencils and paper. In addition to leveraging an understanding of the impact that using interactive Student Response System (SRS) have in helping students learn mathematics, this study also aimed to examine its effect on Special Education and English Language Learner (ELL) student learning outcome. 47 high school students who were enrolled in Geometry class were selected to participate in this study. Pre-tests and post-tests were conducted with both the trial and contrast groups of the study. The trial group contained all of the students in one period of Geometry class in which clickers were integrated into the classroom instruction. The contrast group contained all of the students in the same subject as the trial group but did not use clickers. The key elements of the study included having the technology available to the trial group throughout the entire learning process, having consistent participant groups, and having equal access to the materials presented to both groups. Based on the summative and informal assessment test scores, completion rates of class work and the teacher’s observations, the research team concluded that for the students in the trial group, the use of clickers did improve the student learning outcome and class participation in mathematics compared to the contrast group. The test scores of Special Education and ELL students in both groups were also assessed for the clickers’ impact on these students’ learning. The results showed that the use of clickers had a positive impact as these students gained better test scores. These results align with the current research regarding technology integration in mathematics. Factors affecting the effective integration of technology such as teachers’ use of clickers, types of questions teachers should ask and depth of technology integration will be discussed.

The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance

This is the firstquantitative research on reading compliance in FL courses. It investigated theeffect of clickers on learning gains for regularly assigned readings, determinedby 16 quiz grades during a semester. 38 intermediate L2 Spanish studentsassigned to two group conditions also completed a questionnaire at the end ofthe semester about their preparedness for the quizzes and their opinions aboutthe use of clickers. Results indicated that participants in the Clickercondition obtained significantly lower grades in the quizzes than those in thePaper and Pencil one, despite clickers receiving positive feedback andcomments, and even though students in the Clicker condition reported preparingfor class more often than those in the Paper and Pencil condition.