Michael Moore, Ph.D.​

Instructors have been using clickers in their classrooms since the late 1980's and there impact on learning has been well documented in the literature. A few researchers have moved on to elucidating the factors that impact student learning during clickers such as how instructional cues (Knight, Wise, & Southard, 2013) and learning assistant presence (Knight, Wise, Rentsch, & Furtak, 2015) improve student learning or though investigating the quality of student discussion during clicker questions (Lewin, Vinson, Stetzer, & Smith, 2016). This direction of research has yielded new questions and helped people think differently about how clickers are used in the classroom. There is still much work left to do to understand the range of factors influencing students while they are using their clickers in class.

 

In my lab, we seek to unearth new factors that affect students as they learn using clickers. Specifically, we are looking at how student grouping behavior can either positively or negatively impact students ability to comprehend what they do and do not know.