Clickers in the large classroom: Current research and best-practice tips
Open accessAbstract
Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.
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Student response systems have a positive impact on student and teacher perceptions.
“The SRSs have been found to have a positive impact on classroom dynamics, student and teacher perceptions, and learning performance (Caldwell, 2007).”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Caldwell, 2007
Student response systems have a positive impact on classroom dynamics.
“The SRSs have been found to have a positive impact on classroom dynamics, student and teacher perceptions, and learning performance (Caldwell, 2007).”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Caldwell, 2007
Student response systems have a positive impact on learning performance.
“The SRSs have been found to have a positive impact on classroom dynamics, student and teacher perceptions, and learning performance (Caldwell, 2007).”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Caldwell, 2007
GSRSs improve overall class attendance, but at an individual level, they also motivate students who may not normally participate in class discussion.
“Similar to earlier interventions involving SRSs, GSRSs improve overall class attendance (Cardwell 2007;Kay and LeSage 2009), but at an individual level, they also motivate students who may not normally participate in class discussion (Wang 2015).”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Cardwell 2007
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- Authors
- Caldwell, J. E.
- Affiliations
- West Virginia University (US)
- Corresponding author
- Caldwell, Jane E.
- Venue
- CBE—Life Sciences Education
- Published
- 2007-03
- Volume
- 6
- Issue
- 1
- Pages
- 9-20
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC1810212
- OpenAlex
- W2166946056
- Cited by
- 1,291
- References
- 2
- Citations by year
- 2026: 23 · 2025: 20 · 2024: 36 · 2023: 43 · 2022: 56 · 2021: 71 · 2020: 97 · 2019: 96 · 2018: 88 · 2017: 77 · 2016: 87 · 2015: 101 · 2014: 113 · 2013: 85 · 2012: 97
- FWCI
- 32.09
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- CBE—Life Sciences Education (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Innovations in Educational Methods
- Keywords
- clickers, large lectures, science education, best practices, student learning, student attitudes, introductory biology course, classroom technology
- MeSH terms
- Computer-Assisted Instruction, Faculty, Humans, Interpersonal Relations, Learning, Students, Teaching, Educational Technology, Marketing
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