Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion
2007 ◽
Vol 34
(4)
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pp. 253-258
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Keyword(s):
We compared an electronic audience response system (clickers) to standard lecture, hand-raising, and response card methods of student feedback in simulated introductory psychology classes. After hearing the same 30-min psychology lecture, participants in the clicker group had the highest classroom participation, followed by the response card group, both of which were significantly higher than the hand-raising group. Participants in the clicker group also reported greater positive emotion during the lecture and were more likely to respond honestly to in-class review questions.
2011 ◽
Vol 4
(10)
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pp. 9
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2021 ◽
Vol 18
(24)
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pp. 13210
2010 ◽
Vol 26
(2)
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2006 ◽
pp. 222-247
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2019 ◽
Vol 9
(2)
◽
pp. 117
2020 ◽
2020 ◽
2009 ◽
Vol 25
(2)
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