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Best Practices for Technology-Enhanced Teaching and LearningConnecting to Psychology and the Social Sciences$
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Dana S. Dunn, Janie H. Wilson, James Freeman, and Jeffrey R. Stowell

Print publication date: 2011

Print ISBN-13: 9780199733187

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199733187.001.0001

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Enhancing Student Engagement and Learning Using “Clicker”-Based Interactive Classroom Demonstrations

Enhancing Student Engagement and Learning Using “Clicker”-Based Interactive Classroom Demonstrations

(p.137) 9 Enhancing Student Engagement and Learning Using “Clicker”-Based Interactive Classroom Demonstrations
Best Practices for Technology-Enhanced Teaching and Learning

Gary M. Muir

Anne M. Cleary

Oxford University Press

Classroom response systems (CRSs), also known as wireless response systems, personal response systems, or just “clickers,” are becoming increasingly popular on college campuses. Students use handheld devices or clickers to respond to questions, the instructor's computer records each clicker response via a receiver unit, and software quickly aggregates a summary of the responses for presentation on a projector screen. This chapter begins with an overview of CRS use. It then describes novel uses of CRS in behavioral-science courses: using student-generated data to (1) illustrate various statistics; (2) engage students in replications of known findings; and (3) engage students in the testing of hypotheses. When covering statistics, students become engaged in their own learning as they create data for central tendency, variability, and association. With clickers, students can also create data that replicate well-known studies, including the false memory phenomenon, levels of processing phenomenon, fundamental attribution error, “better than average” phenomenon, conformity, serial position effect, prisoner's dilemma, and the ultimatum game. Finally, the chapter outlines ways to use a CRS to conduct studies devised by students in which members of the class serve as participants.

Keywords:   classroom response systems, CRS, technology, clickers, behavioral science, teaching, learning

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