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Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning.

Amy ShapiroJudith Sims-KnightGrant V. O'RiellyPaul CapaldoTeal PedlowLeamarie GordonKristina Monteiro
Published in: Comput. Educ. (2017)
Keyphrases
  • conceptual understanding
  • learning process
  • learning algorithm
  • high school
  • active learning
  • learning analytics
  • learning systems
  • social interaction
  • web based learning