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ERIC Number: EJ1014311
Record Type: Journal
Publication Date: 2013-Jan
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0098-6283
The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses
Fortner-Wood, Cheryl; Armistead, Leigh; Marchand, Anna; Morris, F. Benjamin
Teaching of Psychology, v40 n1 p26-30 Jan 2013
Student response systems (SRSs) are reported to increase student interest, interaction, and engagement and result in "deeper" learning. However, the effects on learning are still suspect. Here, outcomes were compared for students in SRS and traditional sections of 200-level and 500-level psychology courses. Results showed SRS students reported more engagement, gave higher evaluations, and had fewer absences. There were also main effects of course and interaction effects of SRS and course on engagement and absenteeism. The SRS effect on student achievement varied by course. These findings add to our understanding that the effects of SRS are the result of a mix of learner, teaching, and course characteristics. (Contains 4 figures and 1 table.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement
Grant or Contract Numbers: N/A