Teaching and Learning with Clickers in Higher Education
James Oigara, Canisius College, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Interactive technologies make classroom experience more engaging and enjoyable. Students get much more involved in class discussions in the presence of such technologies and tend to learn more through student-student and student-instructor interactions. The purpose of this paper is to investigate whether student response systems (clickers) influence student learning and performance. Overall, the findings show that students were satisfied with the use of clickers especially in increasing their participation and engagement in class. A regression analysis was employed to estimate the magnitude of clickers’ impact in two different disciplines. The regression results show that the use of clickers had positive and significant impact on student final course grades. In particular, students who used clickers as part of their course instruction received 4.7% higher course grades on average compared to the students in the non-clicker class when controlling for student abilities and characteristic
Oigara, J. (2014). Teaching and Learning with Clickers in Higher Education. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 29-36). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)