The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

Walklet, Elaine, Davis, Sarah K. ORCID: https://orcid.org/0000-0002-4683-4807, Farrelly, Daniel ORCID: https://orcid.org/0000-0003-1505-686X and Muse, Kate ORCID: https://orcid.org/0000-0001-5824-1841 (2016) The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students. Psychology Teaching Review, 22 (1). ISSN 0965-948X

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Abstract

Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience of psychology students across different levels of their programme. Across two studies, first year students’ experience of using Turningpoint clickers and second year students’ experience of using Poll Everywhere was investigated. Evaluations of both studies revealed that SRS has a number of positive impacts on learning, including enhanced engagement, active learning, peer interaction, and formative feedback. Technical and practical issues emerged as consistent barriers to the use of SRS. Discussion of these findings and the authors’ collective experiences of these technologies are used to provide insight into the way in which SRS can be effectively integrated within undergraduate psychology programmes.

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