Using students response system via mobile devices in large introductory psychology classes

Hin Wang Kevin Chan, Ian Brown, Indie Chor Bun Chung, Huijing Lu, Green Wai To Luk

Research output: Chapter in book / Conference proceedingConference article published in proceeding or bookAcademic researchpeer-review

4 Citations (Scopus)


Introduction: Students Response System (SRS), also known as "Clickers", is a powerful tool to engage students' active learning, particularly in large class size environments. In recent years, implementation of SRS has shifted from disseminating designated devices to encouraging students to respond with their own mobile devices. SRS with mobile devices, in which students use their own devices to submit responses in real-time, allows instructors to facilitate active learning by registering aggregated student responses while displaying such responses during class for discussion and illustration. The current study explored implementation of Students Response System (SRS) via mobile devices embedded in a blended learning environment in a series of large introductory psychology classes with 640 students. Methods: Implementation of SRS in the current study was evaluated with an online quantitative 36-item instrument on various aspects of SRS implementation with 5-point Likert-type and non-Likert type questions. Regarding the ease of use and usefulness on classroom engagement and learning, students reported their attitude towards the SRS implementation in terms of their self-reported efficacy and barriers in operating the SRS, perceived integration with pedagogy, quality of SRS delivery in class, students' engagement in class and course effort, and the perceived benefit of SRS on learning. Quantitative data derived from this instrument was analyzed with factor analysis for the aligning the SRS attitude constructs and bivariate correlations for association between perceived effectiveness and attitudes towards SRS implementation. Results: The SRS assessment instrument was administered to 636 First-Year students at a university in Hong Kong, with a return rate of 73%. From the 466 responding students, about 82% of the respondents reported ownership of mobile devices (i.e. smartphone or tablet) for active blended learning with students' own devices. Results from student data suggested that perceived effectiveness of the SRS implementation was correlated with the seamless administration and integration of SRS with lecture content, students' efficacy in logging into and operating the SRS, perceived benefits in enhancing course material understanding, and perceived classroom engagement through SRS activities. Implication: Results from this study suggested that students related the effectiveness of SRS implementation with mobile devices in large classes to enhancement in classroom engagement, mastery of course content, and elevated interested in the subject matter. Effectiveness of delivering SRS appeared to be contingent upon students' ease of accessing the SRS system software and hardware, rather than perceived usefulness or positive attitude toward SRS.
Original languageEnglish
Title of host publication8th International Conference on e-Learning, ICEL 2013
PublisherAcademic Conferences Limited
Number of pages6
ISBN (Print)9781627486064
Publication statusPublished - 1 Jan 2013
Event8th International Conference on e-Learning, ICEL 2013 - Cape Town, South Africa
Duration: 27 Jun 201328 Jun 2013


Conference8th International Conference on e-Learning, ICEL 2013
Country/TerritorySouth Africa
CityCape Town


  • Active learning
  • E-learning adoption
  • E-learning implementation and cognitive styles
  • Mobile learning
  • Students response system (SRS)

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Computer Science Applications
  • Information Systems
  • Education


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