Computers & Education
- Two experiments explored the role of clickers on factual and conceptual learning.
- One course emphasized fact retention and the other emphasized conceptual understanding.
- Factual and conceptual clicker questions enhanced only fact learning in the didactic course.
- Factual questions impaired conceptual learning in the problem-oriented course.
- Clicker effects are mediated by pedagogy, learning strategy, and prior knowledge.
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100625 to the University of Massachusetts Dartmouth. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Shapiro, A. M.; Sims-Knight, J.; O'Rielly, G. V. ; Capaldo, P.; Pedlow, T.; Gordon, L.; and Monteiro, K. (2017). Clickers Can Promote Fact Retention But Impede Conceptual Understanding: The Effect of the Interaction Between Clicker Use and Pedagogy on Learning. Computers & Education 111: 44-59. https://doi.org/10.1016/j.compedu.2017.03.017