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Catherine E. LePrevost, Gregory Denlea, Lin Dong & W. Gregory Cope. (2021) Investigating audience response system technology during pesticide training for farmers. The Journal of Agricultural Education and Extension 27:1, pages 73-87.
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Michael Gousseau, Connor Sommerfeld & Adrian Gooi. (2016) Tips for using mobile audience response systems in medical education. Advances in Medical Education and Practice 7, pages 647-652.
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Anson Wong. (2016) Classroom Response Systems and Student Performance Improvement: Local Versus International Students. Journal of Teaching in International Business 27:4, pages 197-208.
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Articles from other publishers (34)
Rajagopalakrishnan Ramakanth, Venugopal Thippeswamy, Terence D`souza, Silvampatti Ramaswamy Sundararajan & Shanmuganathan Rajasekaran. (2023) “New innovative QR code-based mobile audience response system (mARS) for panel discussion (PD) in a Indian Arthroscopy Society conference(IASCON) of 1102 registered delegates.” - A cross-sectional study. Journal of Clinical Orthopaedics and Trauma 44, pages 102251.
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Omar Altwijri, Elham Alsadoon, Ahmad Abdul-Wahhab Shahba, Walid Soufan & Saud Alkathiri. (2022) The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom. Sustainability 14:22, pages 14957.
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Jaime Jordan, Babak Missaghi, Amy Douglass & Juliana Tolles. (2020) Comparison of Active Learning Techniques: Audience Response Questions Versus Small Group Discussion on Immediate‐ and Long‐term Knowledge Gain. AEM Education and Training 5:2.
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André Matos de Oliveira, Fernando Meyer, Mark Fernando Neumaier, Gabriela Redivo Ströher, Gabriele da Silva & Maíra de Mayo Oliveira Nogueira Loesch. (2021) Student perception and performance using the online tools Socrative® vs. Kahoot!® in the discipline of Urology. Revista Brasileira de Educação Médica 45:4.
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André Matos de Oliveira, Fernando Meyer, Mark Fernando Neumaier, Gabriela Redivo Ströher, Gabriele da Silva & Maíra de Mayo Oliveira Nogueira Loesch. (2021) Percepção e desempenho de estudantes em relação ao uso das ferramentas on-line Socrative® e Kahoot!® na disciplina de Urologia. Revista Brasileira de Educação Médica 45:4.
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Dan Centea, Konstantinos Apostolou & Moein Mehrtash. 2021. Internet of Things, Infrastructures and Mobile Applications. Internet of Things, Infrastructures and Mobile Applications
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Kofi Ayebi-Arthur & Kofi Acheaw Owusu. (2020) Using audience response system in a third world country: The good, bad and ugly. E-Learning and Digital Media 17:5, pages 408-424.
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Teresa A. Mulaikal, Mada F. Helou & Susan M. Martinelli. (2020) Training the next generation of anesthesiologists. International Anesthesiology Clinics Publish Ahead of Print.
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Ahmed Al Sunni & Rabia Latif. (2020) Determining the effectiveness of a cell phone-based student response system. Journal of Taibah University Medical Sciences 15:1, pages 59-65.
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Dietrich Stoevesandt, Andreas Weber, Andreas Wienke, Steffi Bethge, Viktoria Heinze, Simone Kowoll & Axel Schlitt. (2020) Interactive patient education via an audience response system in cardiac rehabilitation. SAGE Open Medicine 8, pages 205031212094211.
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Farhat Naz Hussain & Kyle John Wilby. (2019) A systematic review of audience response systems in pharmacy education. Currents in Pharmacy Teaching and Learning 11:11, pages 1196-1204.
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Xiaochen Yang, Jia Fu, Francisco Rodríguez-Sedano & Miguel Á. Conde. (2019) Enhancing Students' Academic Performance through Teamwork and Classroom Response Systems. Enhancing Students' Academic Performance through Teamwork and Classroom Response Systems.
Vishwan Pamarthi, Lars Grimm, Karen Johnson & Charles Maxfield. (2019) Hybrid Interactive and Didactic Teaching Format Improves Resident Retention and Attention Compared to Traditional Lectures. Academic Radiology 26:9, pages 1269-1273.
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Ida-Keshia Sebelego. (2019) The use of clickers to evaluate radiographer’s knowledge of shoulder images. Health SA Gesondheid 24.
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Louis T.W. Cheng & Jacqueline Wenjie Wang. (2019) Enhancing learning performance through Classroom Response Systems: The effect of knowledge type and social presence. The International Journal of Management Education 17:1, pages 103-118.
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Christopher P. Ober. (2019) Twitter in the Veterinary Diagnostic Imaging Classroom: Examination Outcomes and Student Views. Journal of Veterinary Medical Education 46:1, pages 91-96.
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Ravi Prakash, Neha Sharma & Uma Advani. (2019) Learning process and how adults learn. International Journal of Academic Medicine 5:1, pages 75.
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Niall T. Stevens, Hélène McDermott, Fiona Boland, Teresa Pawlikowska & Hilary Humphreys. (2017) A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching?. BMC Medical Education 17:1.
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Kaushal H. Shah, Jaime Jordan, Katherine Jahnes, David P. Lisbon, Lucienne Lutfy-Clayton, Grant Wei, Gary Winkel & Sally A. Santen. (2017) Audience Response System Facilitates Prediction of Scores on In-Training Examination. Western Journal of Emergency Medicine 18:3, pages 525-530.
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Lucy Webb, Jonathan Clough, Declan O’Reilly, Danita Wilmott & Gary Witham. (2017) The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review. Nurse Education Today 48, pages 160-171.
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Cesar Morillas Barrio, Mario Munoz-Organero & Joaquin Sanchez Soriano. (2016) Can Gamification Improve the Benefits of Student Response Systems in Learning? An Experimental Study. IEEE Transactions on Emerging Topics in Computing 4:3, pages 429-438.
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Karen Beaumont, Michele Wyland & Debra Lee. (2016) A multi-disciplinary approach to ANTT implementation: What you can achieve in 6 months. Infection, Disease & Health 21:2, pages 67-71.
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José I. Castillo-Manzano, Mercedes Castro-Nuño, Lourdes López-Valpuesta, María Teresa Sanz-Díaz & Rocío Yñiguez. (2016) Measuring the effect of ARS on academic performance: A global meta-analysis. Computers & Education 96, pages 109-121.
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Nathaniel J. Hunsu, Olusola Adesope & Dan James Bayly. (2016) A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education 94, pages 102-119.
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Yu-Ta Chien, Yueh-Hsia Chang & Chun-Yen Chang. (2016) Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review 17, pages 1-18.
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Tyler E Mains, Joseph CofrancescoJrJr, Stephen M Milner, Nina G Shah & Harry Goldberg. (2015) Do questions help? The impact of audience response systems on medical student learning: a randomised controlled trial. Postgraduate Medical Journal 91:1077, pages 361-367.
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Maite Millor, Jon Etxano, Pedro Slon, Paula García-Barquín, Alberto Villanueva, Gorka Bastarrika & Jesús Ciro Pueyo. (2014) Use of remote response devices: an effective interactive method in the long- term learning. European Radiology 25:3, pages 894-900.
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Michael E. Lantz & Angela Stawiski. (2014) Effectiveness of clickers: Effect of feedback and the timing of questions on learning. Computers in Human Behavior 31, pages 280-286.
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M. Elizabeth Oates & Michael A. Brooks. (2013) Retooling Nuclear Medicine Education in Diagnostic Radiology: Interactive Strategies Using Audience Response System Technology. Journal of the American College of Radiology 10:9, pages 715-717.
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