Efficacy of personal response systems (‘‘clickers’’) in large, introductory psychology classes

Four sections of introductory psychology participated in a test of personal response systems (commonly called "click~ ers"). Two sections usedclickers to answermultiple~choice quiz questions for extra credit; 2 sections did not. Even though we usedclickers veryminimally (mainly to adminis~ terquizzes and give immediate feedback in class), their use had a small, positive effecton exam scores. On anonymous course evaluations, students in 1 clicker section reported that regular attendance was more important, but other-wise, students in clicker sections (compared to traditional sections) did not report feeling significantly more engaged during class. We suggest thatfuture researchers mightcorn-bine clicker technology with other, established pedagogical techniques. Personal hand-held responders, commonly calle