Boosting the Pedagogical Value of Classroom Clicker Systems via the Provision of Formative Feedback

Abstract

Clicker systems are gradually becoming pervasive within high school and university classrooms. The specific educational technology successfully addresses student engagement in the classroom by promoting active learning methods. While the pedagogical values of clickers are indisputable, one aspect in which clicker systems can be improved is the provision of formative feedback to students. This paper briefly evaluates popular software-based clicker systems and suggests a method for providing students with feedback that can enable them to reflect on their learning.