Abstract
The aim of the present study (n = 113) was to examine how (objective and subjective) information on peers' preparation, confidence, and past performance can support students in answering correctly in audience response systems (aka clickers). The result analysis shows that in the “challenging” questions, in which answers diverged, students who received additional information about peers' self-reported preparation and/or confidence outperformed students who were only given the objective percentage with or without past performance feedback. In addition, students expressed a positive attitude towards the activity, commenting its usefulness in better understanding course material and identifying misconceptions.
| Original language | English |
|---|---|
| Pages (from-to) | 305-316 |
| Number of pages | 12 |
| Journal | Journal of computer assisted learning |
| Volume | 35 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Apr 2019 |
| Externally published | Yes |
Keywords
- Audience response system
- Clickers
- Confidence
- Feedback
- Formative assessment
- Preparation
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