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Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education
Author(s) -
CastilloManzano Jose I.,
CastroNuño Mercedes,
Sanz Díaz María Teresa,
Yñiguez Rocio
Publication year - 2016
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12258
Subject(s) - computer science , intervention (counseling) , sample (material) , event (particle physics) , mathematics education , psychology , medical education , medicine , chemistry , physics , chromatography , quantum mechanics , psychiatry
The aim of this paper was to evaluate how audience response system ( ARS ) technology may increase improvements in academic performance in higher education, using the first year of the A dministration and B usiness M anagement degree course at the U niversity of S eville ( S pain) as a case study. The experiment assesses whether the use of ARSs increases the likelihood that students will pass the final examinations in the subject of P rinciples of E conomics. An econometric model is applied to a sample of 119 students in an intervention group, with a control group of 322. The statistically significant results show that at the very least, ARSs improve performance in the theoretical examination, albeit with certain limitations. It is concluded that ARSs should be used frequently to optimize outcomes, not just as a sporadic event during the course.