Classroom Response Systems Facilitate Student Accountability, Readiness, and Learning

In three experiments using crossover designs, we investigated the effects of Classroom Response Systems (CRS) when presenting multiple-choice questions in real classrooms. In Experiment 1, students either used CRS for bonus points or simply saw the questions. There were no differences on a unit exam...

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Bibliographic Details
Published inJournal of educational computing research Vol. 49; no. 2; pp. 155 - 171
Main Authors Jones, Sara J., Crandall, Jason, Vogler, Jane S., Robinson, Daniel H.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2013
Subjects
Audience Response Systems
Classrooms
College Credits
Computation
Correlation
Crossovers
Design engineering
Education
Educational Psychology
Learning
Lectures
Measures (Individuals)
Statistical Distributions
Student Surveys
Students
Test Results
Undergraduate Students
United States (South Central)
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Summary:In three experiments using crossover designs, we investigated the effects of Classroom Response Systems (CRS) when presenting multiple-choice questions in real classrooms. In Experiment 1, students either used CRS for bonus points or simply saw the questions. There were no differences on a unit exam. In Experiment 2, students were told prior to a unit that they would either use CRS for course credit or no credit. Students using CRS for credit performed better on pre-lecture questions and a unit exam. In Experiment 3, students used CRS to answer pre-lecture questions for course credit or no credit. Students using CRS for credit again performed better on a unit exam. CRS appear to enhance learning when they encourage student accountability and increase readiness for lectures.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
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ISSN:0735-6331
1541-4140
DOI:10.2190/EC.49.2.b