Student evaluation of audience response technology in large lecture classes

Erina L. MacGeorge, Scott R. Homan, John B. Dunning, David Elmore, Graham D. Bodie, Ed Evans, Sangeetha Khichadia, Steven M. Lichti, Bo Feng, Brian Geddes

Research output: Contribution to journalArticlepeer-review

81 Scopus citations


In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART's benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation, utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation for class). These evaluations showed some variability across time of semester and course, but were not substantially affected by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors' techniques for using ART and their influence on student perceptions and outcomes.

Original languageEnglish (US)
Pages (from-to)125-145
Number of pages21
JournalEducational Technology Research and Development
Issue number2
StatePublished - Apr 2008

All Science Journal Classification (ASJC) codes

  • Education


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