Since the birth of clickers at Pennsylvania State University, there have been numerous arguments on its effectiveness. This study, aiming to review the use of clickers in education, examined literature over around a decade on the use of clickers, involving benefits and defects of use of clickers, peer discussion, use of clickers in learning, teaching and problem solving, the effectiveness of the use of clickers among non-students. Besides, relationships between lecturing and learning aided with clickers, and current developments in the use of clickers were also reviewed and discussed. It was concluded that clickers, as one form of modern technology, had gained growing popularity due to their advantages, such as peer discussion, anonymity and instant feedback although disputes still remained. More studies on clickers and other new technologies were still needed to further push forward levels of education. Cross-disciplinary cooperation between computers, education and psychology may be needed to design more advanced educational technologies.
Chen, J.C., Whittinghill, D.C. and Kadlowec, J.A. (2010) Classes That Click: Fast, Rich Feedback to Enhance Students’ Learning and Satisfaction. The Journal of Engineering Education, 99, 158-169.
https://doi.org/10.1002/j.2168-9830.2010.tb01052.x
Carpenter, C.R. (1950) The Classroom Communicator (Rapid Mass Learning) Technical Report (P. W. Office of Naval Research, NY. Special Devices Center, Trans.): Pennsylvania State University. College of Education, University Park.
Carpenter, C.R. (1950) The Film Analyzer (Rapid Mass Learning) Technical Report (P. W. Office of Naval Research, NY. Special Devices Center., Trans.) Pennsylvania State Univ., University Park. College of Education.
Beatty, I.D., Grace, W.J., Leonard, W.J. and Dufense, R.J. (2006) Designing Effective Questions for Classroom Response Systems Teaching. American Journal of Physics, 74, 31-39. https://doi.org/10.1119/1.2121753
Caldwell, J.E. (2007) Clickers in the Large Classroom: Current Research and Best-Practice Tips. Life Sciences Education, 6, 9-20.
https://doi.org/10.1187/cbe.06-12-0205
Miller, M. and Hartung, S.Q. (2012) Evidence-Based Clicker Use: Audience Response Systems for Rehabilitation Nurses. Rehabilitation Nursing, 37, 151-159.
https://doi.org/10.1002/RNJ.00041
Schackow, T.E., Milton, C., Loya, L. and Friedman, M. (2004) Audience Response System: Effect on Learning in Family Medicine Residents. Family Medicine, 36, 496-504.
Kay, R.H. and LeSage, A. (2009) Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature. Computers & Education, 53, 819-827. https://doi.org/10.1016/j.compedu.2009.05.001
Crouch, C.H. and Mazur, E. (2001) Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69, 970-977.
https://doi.org/10.1119/1.1374249
Campbell, J. and Mayer, R.E. (2009) Questioning as an Instructional Method: Does It Affect Learning from Lectures? Applied Cognitive Psychology, 23, 747-759.
https://doi.org/10.1002/acp.1513
Cain, J. and Robinson, E. (2008) A Primer on Audience Response Systems: Current Applications and Future Considerations. American Journal of Pharmaceutical Education, 72, Article No. 77. https://doi.org/10.5688/aj720477
Collins, J. (2008) Audience Response Systems: Technology to Engage Learners. Journal of the American College of Radiology, 5, 993-1000.
https://doi.org/10.1016/j.jacr.2008.04.008
De Bourgh, G.A. (2008) Use of Classroom “Clickers” to Promote Acquisition of Advanced Reasoning Skills. Nurse Education in Practice, 8, 76-87.
https://doi.org/10.1016/j.nepr.2007.02.002
Coleman, E.B., Brown, A.L. and Rivkin, I.D. (1997) The Effect of Instructional Explanations on Learning from Scientific Texts. Journal of the Learning Sciences, 6, 347-365. https://doi.org/10.1207/s15327809jls0604_1
Afreen, R. (2014) Bring Your Own Device (BYOD) in Higher Education: Opportunities and Challenges. International Journal of Emerging Trends of Technology in Computer Science, 3, 233-236.
Crossgrove, K. and Curran, K.L. (2008) Using Clickers in Nonmajors-and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material. CBE Life Sciences Education, 7, 146-154.
https://doi.org/10.1187/cbe.07-08-0060
Bunce, D.M., VandenPlas, J.R. and Havanki, K.L. (2006) Comparing the Effectiveness on Student Achievement of a Student Response System versus Online WebCT Quizzes. Journal of Chemical Education, 83, 488-493.
https://doi.org/10.1021/ed083p488
