Want to check out the research on clickers? The below links will give you a good idea of the kind of research happening and how faculty are using clickers. We’ve also commissioned a complete literature review, organized by discipline.
Know of a great article or resource not yet included here? Contact us at clique@iclicker.com with more information.
Disclaimer: None of the below web resources were created by or for i>clicker or are affiliated with i>clicker in any way. We are not implying that any of the links below endorse i>clicker. They are included simply as resources for you.
Some of our Favorite Resources:
- Bruff, Derek. Classroom Response System Web Site with extensive and up-to-date bibliography
- Caldwell, Jane. Clickers in the large classroom: Current research and best-practice tips. Life Sciences Education
- Callan J. Paul, Crouch, Catherine H.,Fagen, Adam P. & Mazur, Eric, Classroom demonstrations: Learning tools or entertainment?, American Association of Physics Teachers (2004).
- Crouch, Catherine H & Mazur, Eric, Peer Instruction: Ten Years of Experience and Results, American Journal of Physics (2001).
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- DeBourgh, Gregory A., Use of classroom ‘‘clickers’’ to promote acquisition of advanced reasoning skills, Nurse Educ. Pract. (2007)
- Deslauries, Louis, Schelew, Ellen, & Wieman, Carl, Improved Learning in a Large-Enrollment Physics Class, SCIENCE (2011).
- Hoekstra, Angel. Vibrant student voices: exploring effects of the use of clickers in large college courses. Learning, Media and Technology (2008).
- Hoekstra, Angel and Steganie Mollborn. "A Meeting of Minds" Using Clickers for Critical Thinking and Discussion in Large Sociology Classes. Teaching Sociology (2010).
- Kaplan, Jennifer, J (University of Georgia). Innovative Activities: How Clickers can Facilitate the Use of Simulations in Large Lecture Classes. Technology Innovations in Statistics Education, 5 (1).
- Silverthorn, Dee (University of Texas-Austin) Classroom Performance System Web Page
- University of Colorado Science Education Initiative & University of British Columbia Carl Wieman Science Education Initiative. (2008). Clicker resource guide: An instructors guide to the effective use of personal response systems (clickers) in teaching.
- Zhu, Erping. Teaching with Clickers, Teaching with clickers. Center for Research on Learning and Teaching Occasional Papers, University of Michigan.
i>clicker/University of Colorado-Boulder Study
Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M. "Research-based Practices for Effective Clicker Use." Proceedings for the Physics Education Research Conference, Greensboro, North Carolina, 2007. i>clicker helped sponsor a research study at the University of Colorado-Boulder with a number of faculty in the Physics Department. The study and its findings can be found here.
CU Boulder Study PDF
i>clicker-Commissioned Literature Review
This broad survey of clicker research was assembled by Christopher Keller of the Physics Department at the University of Colorado-Boulder.
i>clicker Literature Review
Conference Papers
Below are the published conference papers from the University of Louisville's Inaugural Conference on Classroom Response Systems: Innovations and Best Practices (November 2008). Many thanks to the thoughtful work completed by each of the below presenters and conference proceedings authors.
Leilani Arthurs, University of Colorado, Geology
"...the data indicate that clicker questions did promote engaged student participation and demonstrated that students found their clicker questions helpful for learning course material."
Mary Z. Ashlock, University of Louisville, Communications
“Because of the ongoing formative assessment for me, I could spend additional time on areas where students were not scoring well…The clicker addressed many of my pedagogical goals—namely, to further engage students in the learning process….The only unanticipated outcomes were the overwhelming positive feedback from students.”
“Clickers helped me to know when students understood what I was saying—or when they didn’t. The opportunity for ongoing formative assessment (for me and for my students) was remarkable.”
“… [Clickers]provide both students and professor with timely and ongoing feedback regarding comprehension of the course material and content….Using clickers and the new test format, the average test score… has risen to 72%–16 percentage points–representing a 29% jump…we believe one of the greatest benefits [to using clickers] is simply motivating students to attend class and participate actively in lecture.”
“I believe that the use of clickers has addressed the issues I previously had in teaching large lecture classes. I would not consider teaching a large lecture class in the future without clickers.”
“You Reap What You Sow: To get the students to buy in to the technology, you must invest the time to get them to buy in to the technology. Time spent in class showing them how it works is well worth it in the long run. These time savings are especially noteworthy in large classes!”
“In short, clickers have encouraged students to come to class better prepared and to actively participate in lecture. The formative assessment benefits of clickers in the Introductory Psychology class have been significant and notable.”
“Using a clicker allows the student who is reticent to begin to safely engage in saying what they think and hearing what others think...A second argument for using the clicker is that, even with the reticent student, it gives the teacher ongoing feedback on what the students understand about the topic being presented/discussed. It also gives the teacher some feedback on how the student is doing and also how the teacher is doing."