Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Among Instructor A's students, 54.0% cited variation in lessons/fun as the change to the course experience, versus 25.4% citing more thinking/better understanding. → Miller 2013

Evidence¶

Miller 2013¶

Miller, T. K. (2013). Pre-service Elementary Teachers' Perceptions of a Modified Peer Instruction Implementation of Clickers in their Mathematics Content Course. IUMPST: The Journal, Vol 3 (Technology). https://eric.ed.gov/?id=EJ1043050

q2 · i? · qualitative · r2

Table 4 reports Instructor A's students' perceived changes: Variation in lessons/fun 34 (54.0%), More thinking/better understanding 16 (25.4%), More notes/reinforcement/review 8 (12.7%), No change 4 (6.3%).

"The influence of clicker use upon learning was perceived as a distant second behind providing a fun variation to lessons."

Discussion¶

Related Claims¶

• Pre-service elementary teachers overwhelmingly liked a modified peer instruction clicker implementation in their mathematics content course — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• Students report games make the classroom atmosphere fun and increase participation — related
• No instructor bias was evident in students' liking of the clicker implementation or perceived learning benefit — related
• Most pre-service elementary teachers believed clicker use assisted their learning and understanding of course material — related
• Students attributed improved understanding to the discussion process of the implementation model rather than the clicker technology itself — related
• Teachers reported that technology-supported group work increased student engagement and helped them access students' thinking — related
• Students perceive diversity in learning—varied content, outdoor and technology-supported approaches, and physical activity—as essential to fun in learning — related
• Students perceive pleasure—positive emotions during learning and the active minimization of boredom and displeasure—as an element of fun in learning — related
• Primary school students aged 9–12 perceive a sense of agency—choice over content, personalization, self-directed performance, and task completion—as a core element of fun in learning — related