Educational Technology Research and Development

, Volume 56, Issue 2, pp 125–145

Student evaluation of audience response technology in large lecture classes

Authors

    • Department of CommunicationPurdue University
  • Scott R. Homan
    • Department of Organizational Leadership and SupervisionPurdue University
  • John B. DunningJr.
    • Department of Forestry and Natural ResourcesPurdue University
  • David Elmore
    • Department of PhysicsPurdue University
  • Graham D. Bodie
    • Department of CommunicationPurdue University
  • Ed Evans
    • Teaching and Learning TechnologiesPurdue University
  • Sangeetha Khichadia
    • Teaching and Learning TechnologiesPurdue University
  • Steven M. Lichti
    • Teaching and Learning TechnologiesPurdue University
  • Bo Feng
    • Department of CommunicationUniversity of California
  • Brian Geddes
    • Concentrics Research, LLC
RESEARCH ARTICLE

DOI: 10.1007/s11423-007-9053-6

Cite this article as:
MacGeorge, E.L., Homan, S.R., Dunning, J.B. et al. Education Tech Research Dev (2008) 56: 125. doi:10.1007/s11423-007-9053-6

Abstract

In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART’s benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation, utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation for class). These evaluations showed some variability across time of semester and course, but were not substantially affected by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors’ techniques for using ART and their influence on student perceptions and outcomes.

Keywords

Audience response technology Classroom response system Clickers Large lecture classes University

Copyright information

© Association for Educational Communications and Technology 2007