Hung, W. P. (2011, June), Clicker Clicks It  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17611

\bibitem{asee_peer_17611}
  Hung, W. P. (2011, June), \emph{Clicker Clicks It}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17611

Wayne P. Hung.  "Clicker Clicks It".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17611 Internet.  17 Apr, 2024

\bibitem{asee_peer_17611}
  Wayne P. Hung.
  "Clicker Clicks It".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17611 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_17611
author = "Wayne P. Hung"
title = "Clicker Clicks It"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17611}
number = {10.18260/1-2--17611}
}

TY  - CPAPER
AB  -                                      Clicker Clicks It!                                         Wayne NP Hung                                      Texas A&M UniversityAbstractManufacturing requires collective knowledge of material, metrology, and processes. It oftenrequires real examples of tools and parts for illustration. In a large class, passing out samples andinstructor-student interaction are limited due to time constraint. Classroom Performance System(Clicker) has been an educational tool to gauge student comprehension, collect voting results,and automate administrative tasks. In an early version, a Clicker with only alphabetical selectionis popular in social science classes where multiple choice questions are common. Penetration ofClicker in science and engineering fields is observed since the latter version of Clicker allowsstudents to respond with either numerical answers for a work-out problems or alphabeticalselection for multiple choice questions. This paper presents results of implementing Clickers inmanufacturing classes and laboratories at Texas A&M University.Two manufacturing classes are selected to gauge the impact of Clicker. Both class size and classlevel are carefully considered: an introductory course with an average of 250 undergraduatestudents per semester, and an advanced course with an average of 20 seniors and graduatestudents each semester. Both courses offer weekly laboratory sessions to smaller groups ofstudents. A clicker quiz is given either at the very beginning or end of each lab session, whileClicker class quiz is given at a convenient time during lecture. Pictures, animations, or shortvideo clips are integrated in the questions and students will have one minute to select answer to amultiple choice question or send numerical answer to a simple work-out problem. Data of eachstudent's response are recorded with time and date tagged on to each answer, and then uploadedto a web-based system.Instructor can quickly view the quiz statistics and know what most students miss. Clickerassessment helps students to know their own progresses and standing in a class. Instant answersand feedbacks help students to reinforce what they learned and remember key points that theymissed during a Clicker quiz in laboratory or class. The system encourages students to be moreorganized, utilize their time management skill, attend on time and pay attention during laboratoryor class. The Clicker system, however, requires steep efforts in the beginning to effectivelyadminister a quiz and manage data afterward. Crossing of Clicker registration and technicalissues sometimes cause frustration to both students and instructors. Despite of these hiccups,anonymous student feedbacks show positive attitude from student viewpoints on Clicker, andexam results are very encouraging when comparing data for classes with and without Clickerimplementation.Clicker clicks it_8oct10.doc
AU  - Wayne P. Hung
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Clicker Clicks It
UR  - https://peer.asee.org/17611
DO  - 10.18260/1-2--17611
ER  -