Document Type

Article

Publication Date

2017

Published In

Computers & Education

Abstract

Highlights

  • 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.

Grant Information

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.

DOI

10.1016/j.compedu.2017.03.017

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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