Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning?

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Blood, E. & Neel, R. (2008). Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning?. Journal of Technology and Teacher Education, 16(3), 375-383. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24340.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 16, Issue 3, July 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Erika Blood, Richard Neel, University of Washington, USA

Abstract

The effects of using a student response system (SRS) in a graduate lecture class in special education were investigated. Comparisons of content mastery and self-reported engagement between lectures with the SRS and without were made. Students demonstrated more mastery of content on weekly quizzes and reported increased class engagement on those weeks where the SRS was used. Additionally, at the end of the class, they reported high preference for the SRS use, believed it helped them in their learning, and recommended that other classes use a similar system. Implications for teaching and further research are discussed.

Keywords

• Post Secondary Education
• Teachers
• Educational Technology
• Interaction
• Learning Outcomes
• Preservice Teacher Education
• Teaching Methods
• Human Computer Interaction

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