Re-Examining the Effect of Audience Response Systems on Learning Outcomes: Evidence from the Last Decade

Student response system which allows bi-directional communication between instruction and students is considered as useful educational technology. It increases learners’ attention, engagement, motivation, and achievement through constant interaction and immediate feedback. The purpose of the study is to assess the quantitative results of the previous studies concerning with the effectiveness of SRSs in cognitive and non-cognitive learning outcomes. Therefore, this study applies meta-analysis technique to synthesize the overall result and explains the controversial findings among the previously published studies. During the systematic review procedure, PRISMA checklist has been taken as a guideline. Initial data search yielded 12,605 articles from diverse databases. 142 raw data derived from 68 studies met the inclusion criteria of the meta-analysis; therefore, the analysis has been conducted with 142 independent effect sizes extracted from 68 articles. The meta-analysis yielded that SRS use has statistically significant small effect (i.e., combined effect size: Hedges’ <i>g</i> = 0.47, <i>k</i> = 109, <i>p</i> &lt; 0.001) on cognitive learning outcome whereas statistically significant medium effect (i.e., combined effect size: Hedges’ <i>g</i> = 0.66, <i>k</i> = 33, <i>p</i> &lt; 0.001) on non-cognitive learning outcome. Further moderator analyses provided evidence for the followings; (1) SRS use in K-12 is more effective than use in higher education, (2) use of SRS in some subject areas is more effective than in others, (3) some SRSs (i.e., Kahoot!) are more effective than others (i.e., Clicker). The meaning of the results was interpreted and discussed within the scope of reviewed literature.