A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. (March 2016)

• Record Type: Journal Article
• Authors: Hunsu, Nathaniel J.; Adesope, Olusola; Bayly, Dan James
• Is Part Of: Computers & education. Volume 94(2015)
• Page Start: 102
• Page End: 119
• Publication Date: 2016-03
• Subjects: Clickers -- Audience response system -- Student response system -- Student engagement -- Meta-analysis; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2015.11.013
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: Audience Response Systems (ARS) are thought to be a good way of using technology to increase engagement in the classroom and have been widely adopted by many instructors seeking to improve academic performance through student engagement. While researchers have examined the degree to which they promote cognitive and non-cognitive learning outcomes in the classroom, most of their findings are largely mixed and inconclusive. This meta-analysis seeks to resolve the conflicting findings. Specifically, the meta-analysis compared classrooms that did, and did not use ARS-based technologies on different cognitive and non-cognitive learning outcomes to examine the potential effects of using ARS. Overall, we found small but significant effects of using ARS-based technologies on a number of desirable cognitive and non-cognitive learning outcomes. Further analysis revealed that knowledge domain, class size, and the use of clicker questions, are among factors that significantly moderated the summary effect sizes observed among the studies in the meta-analysis. These findings hold significant implication for the implementation of clicker-based technologies in the classroom. Highlights: Clickers have a small but significant effect on cognitive learning outcomes. Clickers have a near medium effect on non-cognitive learning outcomes. These effects are moderated by a number of moderators. Findings have implication for instructional design and research.