Abstract:

Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented in chart form, then reviewed and discussed by the instructor and the class. Many researchers have demonstrated the effectiveness of using ARSs in higher education but few studies have been carried out in social sciences. The purpose of this paper is to evaluate the implementation of ARSs, based on student perceptions, in the domain of social science. The study took place in the tourism grade at the University of Cordoba, in Spain, during 2011/2012 academic course. This study was conducted during first semester term with a sample of 125 students. Three themes were evaluated: improvements to the classroom environment (increases in attendance, attention levels, motivation, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). In general, students show a positive evaluation for ARSs. The use of ARSs generates benefits in the three evaluated themes, therefore ARSs must be considered as a tool to improve the educational process.

Keywords:

Audience response system, clickers, classroom technology.