Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion

Teaching of Psychology

Volumn 34, Issue 4, 2007, Pages 253-258

  Stowell, Jeffrey R ^a   Nelson, Jason M ^a  

^a EASTERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38349183586     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1080/00986280701700391     Document Type: Article

References (9)

1. Ewing A. T. (2006). Increasing classroom engagement through the use of technology. Retrieved April 24, 2007, from http://www.mcli.dist.maricopa.edu/mil/fcontent/2005–2006/ewing_rpt.pdf.
2. Gardner R. Heward W. L. Grossi T. A. (1994). Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis, 27, 63–71.
3. Heward W. L. (1994). Three “low-tech” strategies for increasing the frequency of active student response during group instruction. In Gardner R. III Sainato D. M. Cooper J. O. Heron T. E. Heward W. L. (eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283–320). Pacific Grove, CA: Brooks/Cole.
4. Kennedy G. E. Cutts Q. I. (2005). The association between students' use of an electronic voting system and their learning outcomes [Electronic version]. Journal of Computer Assisted Learning, 21, 260–268.
5. Lee J. B. Bainum C. K. (2006, April). Do clickers depersonalize the classroom? An evaluation by shy students. Paper presented at the 86th Annual Convention of the Western Psychological Association, Palm Springs, CA.
6. Nelson J. M. Manset-Williamson G. (2006). The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities. Learning Disability Quarterly, 29, 213–230.
7. Pekrun R. Elliot A. J. Maier M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597.
8. Pekrun R. Goetz T. Titz W. Perry R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105.
9. TurningPoint. (2006). Version 3.0. Retrieved September 1, 2005 from http://www.turningtechnologies.com/.