Effective Use of Personal Response “Clicker” Systems in Psychology Courses

Abstract

Though personal response “clicker” systems can enhance student engagement and learning, little research has examined characteristics which affect learning. In the current study, 151 students reported how their instructor used clickers, their experience of clicker-related hindrances, perceived benefits of using clickers, and their grades. Results show that more clicker uses interacted with student’s perceived benefits of clickers to predict grades. As the number of clicker uses increased to four, students received better grades, grades declined with more than four uses. Nonmajors and seniors taking psychology and neuroscience classes reported fewer clicker uses, benefits, and experiencing more hindrances. Instructors should note that some students are not receptive to clickers and there may be an optimal number ways to use clickers in class.