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Clicking in the classroom enhances student satisfaction, but not student performance

Denay Patterson, Kara Fox, Christopher Bowers, Kristie Payment
Ohio Northern University

120 participants from a small, private Midwestern university participated in a 2 X 2 between subjects
design with Audience Response System technology (implemented or not implemented) and discipline
(chemistry or psychology) as independent variables.  Average quiz performance and exam
performance over a 10 week course were assessed.  No main effect of ARS technology use was found,
indicating students’ performance on quizzes or exams was not improved by the ARS technology.  In
addition, no interaction between ARS technology and discipline was found, indicating that the
effectiveness of the ARS technology did not vary with discipline.  Despite no difference in student
learning outcomes, students perception of the ARS technology was that it was fun and effective at
helping them learn the material.

Association for Psychological Science, Chicago, IL