Incorporating the advantages of clickers and mobile devices to teach Economics to non-economists

Figures & data

Figure 1. Display of Kahoot! when joining the game.

Figure 2. Display of Kahoot! questions and answers.

Figure 3. Display of the correct answer.

Figure 4. Display of Kahoot! scoreboard.

Figure 5. Display of the winner of the game.

Figure 6. Students’ overview with the use of clickers.

Table 1. Students’ views of competition

Statement	Responses
	Strongly agree	Agree	Neutral	Disagree	Strongly disagree
I like playing quizzes during class	19 (38.8%)	23 (46.9%)	5 (10.2%)	2 (4.1%)	0 (0%)
I always like to win competitions	10 (20.4%)	24 (49.0%)	10 (20.4%)	5 (10.2%)	0 (0%)
I like the suspenseful background music that energizes me	16 (32.7%)	14 (28.6%)	15 (30.6%)	2 (4.1%)	2 (4.1%)

Table 2. Students’ perception of clickers

Statement	Responses
	Strongly agree	Agree	Neural	Disagree	Strongly disagree
Compared to traditional class, clickers help me better understand the subject knowledge	13 (26.5%)	13 (26.5%)	20 (40.8%)	2 (4.1%)	1 (2.0%)
Clickers help me to develop a deeper understanding of the subject	8 (16.3%)	21 (42.9%)	13 (26.5%)	6 (12.2%)	1 (2.0%)
Clickers increase my concentration and engagement in the class	18 (36.7%)	21 (42.9%)	8 (16.3%)	2 (4.1%)	0 (0%)
I am more likely to participate in the class when asked to use a clicker than when asked to raise my hand	15 (30.6%)	22 (44.9%)	9 (18.4%)	3 (6.1%)	0 (0%)

Figure 7. Students’ views on using clickers in other modules.