Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning

- Two experiments explored the role of clickers on factual and conceptual learning.
- One course emphasized fact retention and the other emphasized conceptual understanding.
- Factual and conceptual clicker questions enhanced only fact learning in the didactic course.
- Factual questions impaired conceptual learning in the problem-oriented course.
- Clicker effects are mediated by pedagogy, learning strategy, and prior knowledge.