Source: Journal of Technology and Teacher Education, Volume 16, Issue 3, July 2008
The effects of using a student response system (SRS) in a graduate lecture class in special education were investigated.
Comparisons of content mastery and self-reported engagement between lectures with the SRS and without were made.
Students demonstrated more mastery of content on weekly quizzes and reported increased class engagement on those weeks where the SRS was used.
Additionally, at the end of the class, they reported high preference for the SRS use, believed it helped them in their learning, and recommended that other classes use a similar system.
Implications for teaching and further research are discussed.