Promoting interactive in-class learning environments: A comparison of an electronic response system with a traditional alternative

Abstract

Improved achievement and satisfaction arise when classes are made interactive (Hake 1998). Elliot (2003) reports positive results when an electronic response system is introduced in a microeconomics course, but recognises confounding due to the simultaneous introduction of interactive methods. In a larger study, Draper and Brown (2004) conclude that any novelty effect is short term, and that designing for interaction is crucial. We explore the use of handheld keypads against a show of hands in accounting classes already designed for interaction. Response method alone is changed in each class, alternating between the electronic system and a show of hands. A significant preference for the former continues to exist, suggesting that the technology affords an additional incentive to engage, interact and understand. Anonymity is explored as a plausible explanation.