Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes

By Richard E. Mayer, Andrew T. Stull, Krista E. DeLeeuw, Kevin C. Almeroth, Bruce Bimber, Dorothy M. Chun, Monica Bulger, Julie Campbell, Allan Knight, Hangjin Zhang. 2009

484 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/79d25659c08b6d0025783656885022c11372196d

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Citations in the corpus

Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012, unknown): “Several recent studies have shown that low- or no-stakes classroom quizzes, sometimes administered with clicker response systems, can serve as effective tools for promoting retrieval practice in the classroom (Mayer et al. 2009; McDaniel et al. 2011; Roediger et al. 2011; see too Campbell and Mayer ”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “…been well documented, few studies have attempted to analyze these effects in a real classroom (see Cranney, Ahn, McKinnon, Morris, & Watts, 2009; Glover, 1989; Mayer et al., 2009; McDaniel et al., 2011; McDaniel, Thomas, Agarwal, McDermott, & Roediger, 2013; McDaniel, Wildman, & Anderson, 2012).”
The flipped classroom: A learning model to increase student engagement not academic achievement (2017, background): “Educators have questioned the effectiveness of the traditional didactic lecture for many years (Davis, Hodgson, & Macaulay, 2012; Huxham, 2005; Lane & Harris, 2015; Mayer et al., 2009; Schmidt, Wagener, Smeets, Keemink, & van der Molen, 2015).”
Agency as a fourth aspect of students engagement during learning activities (2011, background): “Contemporary press a button on a hand-held remote control device to communicate their answer to, or to express their opinion on, a teacherprepared question projected on a screen (Mayer et al., 2009).”
Factors affecting students’ learning performance through collaborative learning and engagement (2021, background): “Students learn well when they are involved in suitable cognitive processes; therefore, engagement is an important variable that explains the success of students (Mayer et al., 2009).”
Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. (2011, background): “Clearly, not all educators will embrace the technique of giving identical items on the quiz and the summative assessment (see e.g., Mayer et al., 2009).”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “…between-participants manipulations of testing versus restudying (Blunt and Karpicke 2014; Carpenter et al. 2016; Hinze and Rapp 2014; Johnson and Mayer 2009; Kang 2010; Karpicke 2009; Karpicke and Blunt 2011; Karpicke and Roediger 2008; Lechuga et al. 2015; Linderholm et al. 2016; Little and…”
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams (2013, unknown): “…achieving robust benefits of quizzing (with feedback), then its applicability in the classroom would be limited for a number of reasons, including the observation that many instructors would not find it acceptable to use the identical question on the quizzes and the exam (e.g., Mayer et al., 2009).”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, background): “Regarding interactivity with the teacher, building interactions with students in class is an important part of the teacher’s task and a critical component of the learning process (Mayer et al., 2009).”
Class Attendance in College (2010, background): “…modes of instruction (e.g., lectures, small group discussions, laboratory applications, video-based instruction) continues (e.g., Brooke, 2006; Mayer et al., 2009; Wynegar & Fenster, 2009), class attendance is likely to be beneficial for learning irrespective of the specific teaching mode or…”