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Article: Clickers in Class: Fostering Higher Cognitive Thinking Using ConceptTests in a Large Undergraduate Class

TitleClickers in Class: Fostering Higher Cognitive Thinking Using ConceptTests in a Large Undergraduate Class
Authors
KeywordsPause and recall
Classroom response system
Interactive learning environments
Student learning outcome
Approach to learning
Issue Date2021
PublisherSpringer. The Journal's web site is located at http://www.springer.com/education+%26+language/journal/40299
Citation
The Asia-Pacific Education Researcher, 2021, v. 30, p. 375-394 How to Cite?
AbstractUnlike design studio, preparatory modules in the undergraduate Architecture course typically have a high student–teacher ratio and are conducted in a traditional lecture setting. By nature, lecture setting hinders engagement and reduces motivation, eventually lowering student learning outcomes. This study aimed to increase engagement with the content, lecturer, and among peers in a traditional lecture and consequently improve higher cognitive learning outcomes. Wi-Fi-enabled devices as clickers were used in all lectures to implement “pause and recall” with ConcepTests to increase participation and interaction. Lectures were paused every 15–20 min, and students were asked questions of higher cognitive order that required them to apply the concepts covered in an online platform that acted as clickers. For this quasi-non-experimental mixed-method study, 79 students’ approach to learning before and after the intervention, perception of using clickers, and learning outcomes were measured for a preparatory module, Environmental Systems in the undergraduate Architecture program. Learning outcomes were measured at various cognitive levels based on Bloom’s taxonomy. Students’ deep approach to learning increased at the end of the semester (Cohan’s d = 0.277 and 0.216 for deep motive and strategy, respectively). Students generally have a positive perception and those who showed a positive attitude towards using clickers achieved better scores at higher cognitive questions in the final test (rs = 0.359, p = 0.001). Students with a deep strategy approach to learning reflected increased self-evaluation (rs = 0.275, p = 0.022) and study behavior (rs = 0.263, p = 0.029) to use clickers. Clickers used to pose ‘ConcepTest’ questions to execute “pause and recall” in a large lecture class had a positive impact on student performance. Semi-structural interviews were performed to further explain the findings. Results were consistent with the generative theory of learning. The timing and design of clicker questions followed by a discussion were particularly beneficial in improving critical thinking among students.
Persistent Identifierhttp://hdl.handle.net/10722/290993
ISSN
2023 Impact Factor: 3.6
2023 SCImago Journal Rankings: 1.122
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorJoshi, N-
dc.contributor.authorLau, S-
dc.contributor.authorPang, MF-
dc.contributor.authorLau, SSY-
dc.date.accessioned2020-11-02T05:50:02Z-
dc.date.available2020-11-02T05:50:02Z-
dc.date.issued2021-
dc.identifier.citationThe Asia-Pacific Education Researcher, 2021, v. 30, p. 375-394-
dc.identifier.issn0119-5646-
dc.identifier.urihttp://hdl.handle.net/10722/290993-
dc.description.abstractUnlike design studio, preparatory modules in the undergraduate Architecture course typically have a high student–teacher ratio and are conducted in a traditional lecture setting. By nature, lecture setting hinders engagement and reduces motivation, eventually lowering student learning outcomes. This study aimed to increase engagement with the content, lecturer, and among peers in a traditional lecture and consequently improve higher cognitive learning outcomes. Wi-Fi-enabled devices as clickers were used in all lectures to implement “pause and recall” with ConcepTests to increase participation and interaction. Lectures were paused every 15–20 min, and students were asked questions of higher cognitive order that required them to apply the concepts covered in an online platform that acted as clickers. For this quasi-non-experimental mixed-method study, 79 students’ approach to learning before and after the intervention, perception of using clickers, and learning outcomes were measured for a preparatory module, Environmental Systems in the undergraduate Architecture program. Learning outcomes were measured at various cognitive levels based on Bloom’s taxonomy. Students’ deep approach to learning increased at the end of the semester (Cohan’s d = 0.277 and 0.216 for deep motive and strategy, respectively). Students generally have a positive perception and those who showed a positive attitude towards using clickers achieved better scores at higher cognitive questions in the final test (rs = 0.359, p = 0.001). Students with a deep strategy approach to learning reflected increased self-evaluation (rs = 0.275, p = 0.022) and study behavior (rs = 0.263, p = 0.029) to use clickers. Clickers used to pose ‘ConcepTest’ questions to execute “pause and recall” in a large lecture class had a positive impact on student performance. Semi-structural interviews were performed to further explain the findings. Results were consistent with the generative theory of learning. The timing and design of clicker questions followed by a discussion were particularly beneficial in improving critical thinking among students.-
dc.languageeng-
dc.publisherSpringer. The Journal's web site is located at http://www.springer.com/education+%26+language/journal/40299-
dc.relation.ispartofThe Asia-Pacific Education Researcher-
dc.rightsThis is a post-peer-review, pre-copyedit version of an article published in [insert journal title]. The final authenticated version is available online at: https://doi.org/[insert DOI]-
dc.subjectPause and recall-
dc.subjectClassroom response system-
dc.subjectInteractive learning environments-
dc.subjectStudent learning outcome-
dc.subjectApproach to learning-
dc.titleClickers in Class: Fostering Higher Cognitive Thinking Using ConceptTests in a Large Undergraduate Class-
dc.typeArticle-
dc.identifier.emailPang, MF: pangmf@hku.hk-
dc.identifier.authorityPang, MF=rp00946-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s40299-020-00525-x-
dc.identifier.scopuseid_2-s2.0-85087965383-
dc.identifier.hkuros318137-
dc.identifier.volume30-
dc.identifier.spage375-
dc.identifier.epage394-
dc.identifier.isiWOS:000548500700001-
dc.publisher.placeGermany-
dc.identifier.issnl0119-5646-

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