Audience response systems, or “clickers,” are increasingly popular in college classrooms. This paper describes an experiment to determine if there is a difference in retention of course information, as measured by scores on unit exams and learning gain scores, due to different review formats involving use of this technology versus not, and active participation versus none. Preliminary data from two groups of Principles of Psychology students show no significant difference, an important result when considering the added expense and time spent to ensure the technology operates properly. This paper discusses possible reasons for lack of significant results and describes future research designed to test those hypotheses, as well as a summary of other current research on the topic.
|Presenters:||Franklin Knapp (Graduate Student)
Charles Marshall (Undergraduate Student)
Betsy Varghese (Graduate Student)
|Time:||4:15 pm (Session V)|