Asking the classroom with technology: a systematic literature review
Abstract Response technologies (RTs), also termed clickers or student response systems, have gained traction among researchers in classrooms in recent years. RTs encompass various interactive tools and technologies that are pivotal in modern educational settings. Numerous articles emphasize the effe...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-01-01
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| Series: | Smart Learning Environments |
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| Online Access: | https://doi.org/10.1186/s40561-024-00348-z |
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| _version_ | 1832594322720030720 |
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| author | Talha Mahboob Alam George Adrian Stoica Özlem Özgöbek |
| author_facet | Talha Mahboob Alam George Adrian Stoica Özlem Özgöbek |
| author_sort | Talha Mahboob Alam |
| collection | DOAJ |
| description | Abstract Response technologies (RTs), also termed clickers or student response systems, have gained traction among researchers in classrooms in recent years. RTs encompass various interactive tools and technologies that are pivotal in modern educational settings. Numerous articles emphasize the effectiveness of RTs across multiple grades and courses. Existing literature reviews on the subject need a systematic review from a school classroom perspective. This article aims to present a systematic review of the literature on the effectiveness of RTs in school classrooms and highlight future guidelines for implementing RTs. We conducted a systematic literature review, collecting 105 peer-reviewed studies covering different school grades and courses. Our work presented the mapping of RTs, a graphical summary of our work, the applications of RTs in major courses at primary, middle, and high school levels, and future guidelines for implementing RTs in school classrooms under one umbrella. A significant number of studies reported positive learning outcomes. Still, few studies reported insignificant learning outcomes due to the digital divide, deficiency of proper infrastructure, limited support for innovative practices, lack of compatibility with other existing platforms, and inadequate digital literacy. This study provides recommendations for technologists (human-centered design, dynamic customization, advanced data protection protocols, cross-platform adaptability), teachers (digital competence, lecture planning, peer collaboration, adaptive teaching), institutions (resources allocation, support of interactive practices, impact monitoring, incentives for teachers) policymakers (training programs, equitable access, funding, and resources, clear guidelines for implementation) for successful implementation. |
| format | Article |
| id | doaj-art-2226a85500544024a4b79e67b795b9ad |
| institution | Kabale University |
| issn | 2196-7091 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj-art-2226a85500544024a4b79e67b795b9ad2025-01-19T12:42:48ZengSpringerOpenSmart Learning Environments2196-70912025-01-0112114910.1186/s40561-024-00348-zAsking the classroom with technology: a systematic literature reviewTalha Mahboob Alam0George Adrian Stoica1Özlem Özgöbek2Department of Computer Science, Norwegian University of Science and TechnologyDepartment of Computer Science, Norwegian University of Science and TechnologyDepartment of Computer Science, Norwegian University of Science and TechnologyAbstract Response technologies (RTs), also termed clickers or student response systems, have gained traction among researchers in classrooms in recent years. RTs encompass various interactive tools and technologies that are pivotal in modern educational settings. Numerous articles emphasize the effectiveness of RTs across multiple grades and courses. Existing literature reviews on the subject need a systematic review from a school classroom perspective. This article aims to present a systematic review of the literature on the effectiveness of RTs in school classrooms and highlight future guidelines for implementing RTs. We conducted a systematic literature review, collecting 105 peer-reviewed studies covering different school grades and courses. Our work presented the mapping of RTs, a graphical summary of our work, the applications of RTs in major courses at primary, middle, and high school levels, and future guidelines for implementing RTs in school classrooms under one umbrella. A significant number of studies reported positive learning outcomes. Still, few studies reported insignificant learning outcomes due to the digital divide, deficiency of proper infrastructure, limited support for innovative practices, lack of compatibility with other existing platforms, and inadequate digital literacy. This study provides recommendations for technologists (human-centered design, dynamic customization, advanced data protection protocols, cross-platform adaptability), teachers (digital competence, lecture planning, peer collaboration, adaptive teaching), institutions (resources allocation, support of interactive practices, impact monitoring, incentives for teachers) policymakers (training programs, equitable access, funding, and resources, clear guidelines for implementation) for successful implementation.https://doi.org/10.1186/s40561-024-00348-zClassroomsEducational technologyInteractive lecturesResponse technologyStudent response systems |
| spellingShingle | Talha Mahboob Alam George Adrian Stoica Özlem Özgöbek Asking the classroom with technology: a systematic literature review Smart Learning Environments Classrooms Educational technology Interactive lectures Response technology Student response systems |
| title | Asking the classroom with technology: a systematic literature review |
| title_full | Asking the classroom with technology: a systematic literature review |
| title_fullStr | Asking the classroom with technology: a systematic literature review |
| title_full_unstemmed | Asking the classroom with technology: a systematic literature review |
| title_short | Asking the classroom with technology: a systematic literature review |
| title_sort | asking the classroom with technology a systematic literature review |
| topic | Classrooms Educational technology Interactive lectures Response technology Student response systems |
| url | https://doi.org/10.1186/s40561-024-00348-z |
| work_keys_str_mv | AT talhamahboobalam askingtheclassroomwithtechnologyasystematicliteraturereview AT georgeadrianstoica askingtheclassroomwithtechnologyasystematicliteraturereview AT ozlemozgobek askingtheclassroomwithtechnologyasystematicliteraturereview |