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The Clicker Way to an “A”! New Evidence for Increased Student Learning and Engagement: Understanding the Pedagogy behind the Technology
PROCEEDINGS

, University of Toronto, Office of the Dean, Faculty of Arts & Science, Teachning Technology Support, Canada

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

More and more universities look to educational media and technology to engage students and enrich learning environments. Integrating interactive online tools with active teaching pedagogies can effectively transform otherwise passive lecture-based classes into lively, engaging discussion-based courses. Research on the use of student response systems (clickers) and a related teaching strategy, Peer Instruction (PI), in undergraduate Psychology classes is presented. Over 350 students were surveyed on their opinions, perceptions and use of clickers and PI. Empirical measures including EEG brain-wave patterns were used to assess the impact that clickers and PI had on student activity and learning outcomes. Findings showed a significant, positive impact on learning; preliminary analyses of EEG brain-wave data show significant differences in brain activity during PI versus traditional lectures. Variables that explain how clickers and PI influence brain activity, cognition and student learning outcomes are considered.

Citation

Paulo Kushnir, L. (2013). The Clicker Way to an “A”! New Evidence for Increased Student Learning and Engagement: Understanding the Pedagogy behind the Technology. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 2212-2221). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 25, 2021 from .

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