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Research shows: Clickers improve attentiveness

In a study done at four University of Wisconsin campuses (University of Wisconsin–Milwaukee, University of Wisconsin–Eau Claire, University of Wisconsin–Oshkosh, and University of Wisconsin–Whitewater), faculty members and students in courses using clickers were given a survey that assessed their attitudes about clicker use in Fall 2005 and its effect on teaching and learning.

94% agree that clickers increase engagement

Of the 27 faculty members who responded to the survey, 94 percent either agreed or strongly agreed with the claim “Clickers increased student engagement in the classroom,” with the remaining six percent responding that they were neutral about that claim. (None of the faculty respondents disagreed or strongly disagreed with the claim.) Similarly, 69 percent of the 2,684 student respondents agreed or strongly agreed with the claim “Clickers led me to become engaged in class,” with only 13 percent disagreeing or strongly disagreeing with that claim.[1]

1 Kaleta, Robert, and Joosten, Tanya. “Student Response Systems: A University of Wisconsin System Study of Clickers,” Educause Center for Applied Research Research Bulletin. Vol. 2007, Issue 10, May 8, 2007, pp. 4–6. A public version of the information, in the form of a PowerPoint presentation about the findings, is available at:  (wikepedia)

2 thoughts on “Research shows: Clickers improve attentiveness”

  1. Robert Harmon says:

    Please define “clickers” and how they are used.

  2. Susan Landay says:

    Sorry for the ambiguity. “Clickers” is a term used to describe “Audience Response” or “Student Response” devices.

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