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Interactive lectures: Clickers or personal devices?

Lesley J Morrell1, Domino A Joyce1

  • 1School of Biological, Biomedical & Environmental Sciences, University of Hull, Kingston-upon-Hull, HU6 7RX, UK.

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|November 24, 2015
PubMed
Summary
This summary is machine-generated.

Students prefer using their own electronic devices over traditional clickers for interactive lectures. While personal devices enhance engagement, potential distractions and inclusivity concerns require further study.

Keywords:
Classroom response systemInteractive lectureInteractive teachingPersonal response system

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy

Background:

  • Audience response systems (ARS), commonly known as clickers, are widely used in large lectures to boost student participation and have shown benefits in academic performance and satisfaction.
  • Limitations of clicker systems, including cost and accessibility, can be mitigated by leveraging students' personal electronic devices (smartphones, tablets, laptops) through various polling methods.

Purpose of the Study:

  • To compare student perceptions of traditional clicker-based polling systems versus polling systems utilizing students' personal electronic devices.
  • To identify student preferences and concerns regarding the use of personal devices in interactive lecture settings.

Main Methods:

  • A questionnaire-based study was conducted to gather student feedback on their experiences with both clicker and personal device polling systems.
  • Student perceptions of engagement, distraction, and overall satisfaction were assessed.

Main Results:

  • Students generally prefer interactive lectures but showed a preference for using their own devices over clickers.
  • While device users reported multitasking (e.g., checking email, social media), they did not perceive it as a significant distraction from the lecture content.
  • Key concerns raised by students included increased battery consumption and ensuring inclusivity for those without suitable personal technology.

Conclusions:

  • Student preference leans towards using personal electronic devices for interactive polling, offering a potential solution to clicker system limitations.
  • Further research is necessary to investigate the impact of personal device use on information retention, recall, and potential distractions during lectures.