Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4936833 | Computers & Education | 2017 | 16 Pages |
Abstract
â¢Two experiments explored the role of clickers on factual and conceptual learning.â¢One course emphasized fact retention and the other emphasized conceptual understanding.â¢Factual and conceptual clicker questions enhanced only fact learning in the didactic course.â¢Factual questions impaired conceptual learning in the problem-oriented course.â¢Clicker effects are mediated by pedagogy, learning strategy, and prior knowledge.
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Authors
Amy M. Shapiro, Judith Sims-Knight, Grant V. O'Rielly, Paul Capaldo, Teal Pedlow, Leamarie Gordon, Kristina Monteiro,