HOW CLICKER TECHNOLOGY AFFECTS STUDENTS' VOTING BEHAVIOR AND ATTITUDES

“Clickers” have become common tools used to promote interactive engagement and enhanced learning in the undergraduate science classroom. While aspects of the technology have been previously identified as supporting effective interactive pedagogy, we have little understanding of how the technology itself modifies the teaching and learning environment and impacts effectiveness of pedagogy. This study develops a theoretical model describing how common classroom voting methods support or detract from interactive engagement pedagogy, based on integrating the existing body of research and the results of an experiment which used different voting methods (clickers vs. a show of hands) in otherwise isometric teaching and learning environments. In statistically equivalent study populations with isometric pedagogy and in-class questions, students show differences in attendance, voting participation and honesty, perception of pressure to appear correct in front of peers and instructors, and the value of in-class questions for their learning. Three affordances of clicker technology that support interactive engagement and learning are public anonymity, private accountability, and instant feedback of aggregate student responses. These affordances of the technology do not automatically produce enhanced engagement and learning, but can be effectively used by instructors to promote both effects by encouraging high student participation and honesty in voting, providing a test-like environment with private accountability, and providing students and instructors with instant and publically anonymous aggregate student responses. These affordances are not simultaneously available using any other voting methods (i.e., raising hands, colored flashcards). Instructors weighing perceived pros and cons of adopting clicker technology should be aware of the affordances of the technology and how they can leverage their use in enhancing effectiveness of interactive engagement strategies.