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Case Studies

Get inspired.

Using i>clicker is easy. The real work lies in making it meaningful for you and your students.

As the i>clicker community has evolved, we’ve been surprised and delighted by the creative ways in which teachers and presenters use audience response technology. So we’ve called upon some superstars to share their experiences, strategies, and outcomes.

We encourage you to read not only the case studies from your own discipline but to explore those in other areas as well. We are confident you will find valuable practices, creative strategies, and motivating outcomes—the inspiration and the means for transforming your lecture.

Share your experiences and inspire someone else. Contact us at cases@iclicker.com to contribute a case study.

 Select one of the following categories to display the full case study.

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K-12

Eric Hartman, St. Anne School, 4th Grade
"i>clicker gives me a clear indication of what my students are learning and helps me develop the best and most specific activities for their benefit. [I]t allows me to [...] address the needs of visual, auditory, and kinesthetic learners."
View PDF | Sample Lesson Plan | Sample i>clicker Question Slides
Greg Kniseley, Rhode Island College, Department of Elementary Education
"The use of clickers stimulated students’ self-assessment, reflection, and idea-sharing and allowed teachers to more easily assess students’ reasoning."
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Dr. Marie A. Lynch, Rhode Island College, Department of Special Education
"Classroom response systems (“clickers”) can increase the learning, engagement, and participation of students with special needs in an inclusion setting."
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Accounting

John Sanders, University of Southern Maine
“I was thrilled to see that adding the [clicker] technology did engage [my students]—in both the technology itself and the course material. Using clickers throughout each lecture kept students attentive and helped to create a more energetic and dynamic environment.”
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Astronomy

Roger Freedman, University of California, Santa Barbara
"I encourage students to consult with their neighbors to reach a consensus about the answer. In this fashion, a large, impersonal lecture hall becomes an intimate discussion section, the students learn actively from each other, and they stay awake!"
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Biology

Jeff Carmichael, University of North Dakota
"I was able to monitor the class’s understanding of course material, and students were able to think about the material in a way that they would need to do during exams."
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Kevin Patton, St. Charles Community College
"Clicker questions provide a way to ask some of the questions that I know students will have difficulty with...and give me the opportunity to show them that they will have difficulty while showing them how to reason and solve the problem."
ViewPDF
Heather Tarleton, University of California, Los Angeles
"The i>clicker system enabled me to gauge student knowledge of important course material and identify common misconceptions or misunderstandings on the spot."
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Business Administration

Michael Preis, PhD, University of Illinois, Urbana-Champaign
"The clickers helped to increase classroom attendance, as well as motivating students to read their textbooks."
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Chemistry

David Anderson, University of Colorado, Colorado Springs
"i>clickers have revolutionized my lectures by providing more interactivity and timely feedback in the classroom."
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Economics

Carl Liedholm, Department of Economics, Michigan State University
“In the past, when I posed questions directly to individual students, many would freeze and panic. With clickers, students are now engaged with a “relaxed alertness” because they can answer questions anonymously.”
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Education

Bill Fisk, Eugene T. Moore School of Education, Clemson University
"This methodology helped me move student understanding from simply the knowledge and comprehension levels to the application and even analysis levels."
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History

John Majewski, University of California-Santa Barbara
"With i>clickers in hand, students became the active participants in their own learning that I'd hoped they would. Incorporating new technology into the classroom and providing a vehicle for expression helped to generate interest in course material."
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Languages, Humanities, & the Arts

Cary Schawel, Oakton Community College
"Because students know they can answer questions anonymously, they are much more comfortable providing honest feedback, and I get a much more accurate understanding of current sexual beliefs and behaviors."
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Joyce de Vries, Auburn University
"Students enjoyed using clickers and saw them as 'fun,' so they were more animated in class. In addition, students liked being asked their opinions and were eager to share their thought processes."
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Management

Mike Gould, PhD, Martine Gould, and Susan Martin Gould, PhD,
Colorado State University
"Students are more attentive, more engaged, and more likely to grasp and retain course material, and I am better able to monitor comprehension and adjust presentations and discussions to suit students’ needs."
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Mathematics

Lee R. Gibson, PhD, University of Louisville
"The biggest learning gains come from allowing the i>clicker questions to become a teaching strategy that transforms your classroom from an instructor-centered forum into a place where students are the central participants and must become a cooperative group of learners."
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Neuroscience

Robbin Gibb, University of Lethbridge
"I ran up and down the hall showing everyone I could find that i>clickers made a tangible difference in this class."
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Nursing

Deborah Fulmer, University of Arkansas-Fort Smith
"This type of tool provides a rare opportunity to excite students about learning and inspire them to take ownership of their own education."
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Physics

Marllin L. Simon, Auburn University
"Using clickers in the classroom forced me to create not only correct answers to questions but well thought-out incorrect answers designed to elucidate misconceptions among students."
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Political Science

Mitchell Brown, PhD, Auburn University
"Because clickers made it simple to give and grade weekly quizzes, I met my goal of regularly assessing student learning and providing prompt feedback. With this information, I could adjust lectures and discussions as needed to ensure that important concepts were grasped."
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Geoff Peterson, University of Wisconsin, Eau Claire
"It is clear that students perform better in class and feel more engaged in classes when clickers are used; whether this improvement is actually caused by the clickers themselves or by the ways in which clickers force me to adjust my teaching is not clear, but the causal mechanism is far less important to me than the end result—more-satisfied, more-engaged, higher-performing students."
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Psychology

Eric Turkheimer, University of Virginia
"Not only did clickers allow me to give students a true taste of psychological questionnaires, the devices allowed students to fill out theose questionnaires in a fast and anonymous manner. Thus, information provided was honest and gave credence to the subsequent personality assessments performed."
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Sue Frantz, Highline Community College
"After responding to a clicker question, students seemed more willing to discuss their responses with the people around them and the class as a whole because they knew they weren’t the only ones who had a particular response."
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Statistics

Georgie Baker, University of South Carolina
"With i>clickers, students have surpassed rote memory as an indicator of learning and demonstrated an appreciation for conceptual thinking."
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Jennifer J. Kaplan, Michigan State University
"Clickers allow me to collect, share, and use student data as part of my classroom presentations and activities. This information has the potential to not only apply concepts to real-world situations but also to capture student interest in a way that non-personal information cannot."
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