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• W89799250 abstract "Instructors are often faced with a dilemma during class discussions: call on introverted students and risk increasing their anxiety or call on vocal students with the possibility of monopolizing the discussion. Manual response cards, in which students raise colored cards, address this dilemma by encouraging low-stress active participation (Kellum, Carr, & Dozier, 2001; Marmolejo, Wilder, & Bradley, 2004). More recently, electronic personal response systems (or clickers) are used to quickly and anonymously collect student response data in the classroom (e.g., Trees & Jackson, 2007). Research shows that personal response systems technologies incorporated into university classrooms may increase student attention, participation, and learning (Kennedy & Cutts, 2005; Rice & Bunz, 2006). However, outside of motivational influences, the effects of optimal clicker use on memory retention of course material remains relatively unexplored. Presenting clicker during lectures, providing immediate feedback of responses to instructors and students, and incorporating grading contingencies all alter the traditional lecture environment in many ways. Now, with instructors increasingly using classroom clickers, understanding best practices for enhancing retention of course material is imperative. Traditionally, an instructor's gauge of comprehension of course material in a classroom context is through hand-raising in response to a posed question--a strategy with low participation rates. However, in classes with clickers, research has demonstrated significant increases in formal participation rates, which has led to increased learning through enhanced attention (Morse, Ruggieri, & Whelan-Berry, 2010; Stowell & Nelson, 2007). The question here is how an instructor might use incentives and feedback to increase learning beyond the effects via enhanced attention. The effects of on learning are mixed. Both Martyn (2007) and Morgan (2008) found significant differences in average exam scores between the groups using and groups using discussion. However, other researchers have found significant improvements in learning and academic performance as measured by exam performance between clicker and nonclicker groups (Hall, Collier, Thomas, & Hilgers, 2005; Mayer et al., 2009; Morling, McAuliffe, Cohen, & DiLorenzo, 2008; Yourstone, Kraye, & Albaum, 2008). The reason for this discrepancy may be that enhance active learning, comparable to any intervention that has the same effect (e.g., increasing participation or class discussion). Evidence for this is Martyn's (2007) finding that clicker use increased learning outcomes, but not any more than class discussion. There are two main explanations for the increase in academic performance from clicker use. First, students likely pay more attention during lecture to answer clicker questions, and second, the clicker system often provides immediate feedback of the correct answer. Using clickers, instructors can easily provide meaningful, and potentially helpful, feedback to students by indicating correct responses, telling students whether they answered correctly, and informing students how everyone else responded in the class. In traditional classroom practice, Van Houten (1980) highlighted the importance of feedback in improving academic performance. In the context of clicker technology, how and when feedback should be provided for optimal learning is not well understood. The positive effects have on learning outcomes are partially attributed to the immediacy of receiving feedback of the correct answer. Mayer et al. (2009) found that students in a large lecture hall who used and received immediate feedback earned higher exam scores than either the no control group and the questions asked without clickers group. Interestingly, the control group and the nonclicker group performed equally, demonstrating that the active use of enhances exam performance. …" @default.
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• W89799250 title "Improving Classroom Clicker Practices: Effects of Incentives and Feedback on Retention" @default.
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