Investigating the Effects of Group Response Systems on Student Satisfaction, Learning and Engagement in Accounting Education

Abstract

Our study examines the educational use of group response systems (GRS), also known as "clickers". We use theories of learning and prior research on GRS to provide a possible rationale for GRS vendors' claims that the technology improves student engagement and feedback, and thus indirectly improves learning. We then employ an experimental approach, with survey data as well as more objective measures, to test our resulting hypotheses.

In the context of an introductory management accounting course, we find support for student satisfaction with GRS, but limited evidence that this results in improvements in course satisfaction. We also find that GRS learning effects are conditional on the type of exam question, but not by students' learning ability. Contrary to our prediction, we find a moderately significant decline in engagement, as proxied by the average number of questions asked per student, when GRS were used. We discuss possible reasons for these findings, and suggest some issues for future research.

Keywords: group response systems, clickers, learning, interactive pedagogy, engagement, satisfaction

JEL Classification: M49, M40, A20