Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?
Article first published online: 12 FEB 2008
2008 by the Decision Sciences Institute
Decision Sciences Journal of Innovative Education
Volume 6, Issue 1, pages 75–88, January 2008
How to Cite
Yourstone, S. A., Kraye, H. S. and Albaum, G. (2008), Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?. Decision Sciences Journal of Innovative Education, 6: 75–88. doi: 10.1111/j.1540-4609.2007.00166.x
- Issue published online: 12 FEB 2008
- Article first published online: 12 FEB 2008
- Digital Classroom Technologies;
- Immediate Response Systems;
- Learning Outcomes;
- Operations Management;
- and Questioning
A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management classes was used to determine if clicker systems increase student learning of both quantitative and conceptual material in Operations Management. Learning was measured using the difference between the scores on an entrance examination and the final examination. The findings of this research provide evidence that the use of immediate feedback using a technology like clickers can have a positive impact on student learning as measured by test scores.