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<p>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&#xa0;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&#xa0;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.</p>

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Asking the classroom with technology: a systematic literature review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年1月17日

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  • Talha Mahboob Alam,
  • George Adrian Stoica,
  • Özlem Özgöbek

摘要

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.