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Classroom Response Systems: A Review of the Literature

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Abstract

As the frequency with which Classroom Response Systems (CRSs) are used is increasing, it becomes more and more important to define the affordances and limitations of these tools. Currently existing literature is largely either anecdotal or focuses on comparing CRS and non-CRS environments that are unequal in other aspects as well. In addition, the literature primarily describes situations in which the CRS is used to provide an individual as opposed to a group response. This article points to the need for a concerted research effort, one that rigorously explores conditions of use across diverse settings and pedagogies.

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Authors and Affiliations

  1. The University of Texas, San Antonio, Texas, USA

    Carmen Fies

  2. The University of Texas, Austin, Texas, USA

    Jill Marshall

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  1. Carmen Fies
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  2. Jill Marshall
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Correspondence to Carmen Fies.

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Fies, C., Marshall, J. Classroom Response Systems: A Review of the Literature. J Sci Educ Technol 15, 101–109 (2006). https://doi.org/10.1007/s10956-006-0360-1

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  • DOI: https://doi.org/10.1007/s10956-006-0360-1

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