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The Effect of Handheld Classroom Response Devices on Graduate Student Interactions
PROCEEDINGS

, Naval Postgraduate School, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This paper is a report on the findings of a study conducted to measure the effect of handheld classroom response devices on student interactions at the graduate level. The study also included a secondary investigation to assess the impact of the devices on student perceptions of the classroom environment. The site of the study was the Naval Postgraduate School, Monterey, CA. The method of research employed a quasi-experimental design with two groups completing a course titled “Fundamentals of IT.” Quantitative data analysis was conducted on observed interactive events and measures of perception were assessed through a self-report survey. Analysis of the data revealed the treatment group using the classroom response devices had a higher average number of voluntary interactive events but not enough to be statistically significant. However the qualitative survey did show a significant increase in student perceptions with unanimous recommendations to continue using the devices.

Citation

Brinkley, D. (2008). The Effect of Handheld Classroom Response Devices on Graduate Student Interactions. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 278-282). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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