Getting the most out of audience response systems: predicting student reactions

Abstract

Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study expands on previous work by simultaneously evaluating several student and practice variables that may predict student perceptions of ARS. Perceived learning outcomes, engagement, interaction in class, enjoyment of ARS, attendance, and preparation for class were examined using multivariate regression analysis in two undergraduate samples. Student variables, including gender, grade, and year of program predicted student perceptions of ARS. Practice variables, including the consistency of ARS use, question type, question difficulty, and ease of use also predicted student perceptions. The nature and implications of these findings are discussed.

Keywords:

• audience response systems
• clickers
• student perceptions
• learning
• engagement

Acknowledgements

Funding for this project was provided by the UBC Centre for Teaching and Academic Growth, the Social Sciences and Humanities Research Council of Canada [76720072043], the Alberta Heritage Foundation for Medical Research [200401580], and the Alberta Scholarships Program. The authors would like to thank Dr. Scott Dunbar, Dr. Sean Lauer, and the Office of Learning and Technology for their assistance on this project.

Notes

This chi-square test contrasts the observed frequencies for four age groups (≥19, 20–24, 25–29, and 30+) with predicted frequencies based on undergraduate enrolment rates.

Note that, while the chi-square test was significant, this test is notoriously sensitive to sample size and detects trivial departures in model fit with larger samples. The CFI and RMSEA values support the proposed factor structure.