Wireless keypads with immediate-response questions convert a passive lecture audience into active learners by providing rapid feedback¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2007 · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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¶

q1 i? Using wireless keypads to elicit immediate student responses and project response histograms turns passive lecture audiences into active learners and gives teachers rapid feedback. → Burnstein 2007

Evidence¶

Burnstein 2007¶

Burnstein, R. A. and Lederman, L. M. (2007). Wireless Keypads −− A New Classroom Technology Using Enhanced Multiple-Choice Questions. Physics Education. https://iopscience.iop.org/journal/0031-9120

q1 · i? · design · r1

The authors' account of keypad use in their introductory college physics lectures: teacher-presented questions require immediate keypad responses and a histogram of class responses is projected, providing rapid feedback. This is the authors' experienced claim, not a controlled study.

"The use of wireless keypads and similar devices in the lecture/classroom converts a passive audience to active learners. This is accomplished by embellishing the lecture format with numerous teacher presented questions requiring immediate responses from students via keypads."

Discussion¶

Related Claims¶

• Computer-based keypad systems permit up to ten alternatives per question and per-answer scoring, unlike optical scanners — related
• The review reports that formative assessment produces significant and often substantial learning gains, citing Black and Wiliam — a broader claim this one bears on
• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
• Students in active classrooms scored higher on tests of learning than students in passive lectures (0.46 SD higher, P < 0.001) — related
• Constructive learning beats active and passive learning — a broader claim this one bears on
• Danmaku questions elicit rapid co-answering and co-confusion, while discussion-board questions often go unanswered or support multi-round elaboration — related