You are here:

Effective learning in science: The use of personal response systems with a wide range of audiences
ARTICLE

,

Computers & Education Volume 56, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This paper describes the flexibility of Personal Response Systems (PRSs), (also known as ‘clickers’ or electronic voting systems (EVS)), as part of strategies to support students’ learning in science. Whilst variants of this technology began to appear 12 years ago, there is now a steadily increasing adoption of these systems within higher education, including science programmes, and this use has grown significantly in the last six years. They have previously been shown to offer a measurable learning benefit. Typically, someone at an institution buys these systems for learning support and they never make it out of their cases. Far less work has been done with these systems at school level. In this practitioner based paper, the broad range of practical uses for these systems is described in a variety of formal and informal learning situations – from testing the understanding of science concepts (from primary aged school children up to physics undergraduates), to undertaking evaluation of events as well as public participation in data collection for research on attitudes to careers. In addition, the data collected on such handsets can be mapped to demographic factors such as gender and age yielding further layers of analysis. Overall this is a highly flexible and transferable approach to the use of interactive technology for engaging learners of all ages as well as carrying out research.

Citation

Moss, K. & Crowley, M. (2011). Effective learning in science: The use of personal response systems with a wide range of audiences. Computers & Education, 56(1), 36-43. Elsevier Ltd. Retrieved March 25, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.03.021

Keywords