Efficacy of Personal Response Systems (“Clickers”) in Large,Introductory Psychology Classes

Abstract

Four sections of introductory psychology participated in a test of personal response systems (commonly called “clickers”). Two sections used clickers to answer multiple-choice quiz questions for extra credit; 2 sections did not. Even though we used clickers very minimally (mainly to administer quizzes and give immediate feedback in class), their use had a small, positive effect on exam scores. On anonymous course evaluations, students in 1 clicker section reported that regular attendance was more important, but otherwise, students in clicker sections (compared to traditional sections) did not report feeling significantly more engaged during class. We suggest that future researchers might combine clicker technology with other, established pedagogical techniques.

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