Closing the Missing Links and Opening the Relationships among the Factors: A Literature Review on the Use of Clicker Technology Using the 3P Model.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Clicker technology is one of the most widely adopted communication systems in college classroom environments. Previous literature reviews on clicker technology have identified and thoroughly documented the advantages, disadvantages, and implications of the use of this technology; the current review is intended to synthesize those earlier findings and recast them in terms of the interrelationship between the “3 Ps” of the 3P model: Presage, Process, and Product factors. Using this guided framework enables the identification of the most up-to-date trends and issues in clicker studies published in peer-reviewed journals since 2009. The review shows that recent clicker studies have examined the effects of clickers in terms of student presage factors (cognitive, non-cognitive, background factors), instructor presage factors (instructor effects and the level of the course taught), process factors (delivery method, instructional activities, and assessment and feedback), and product factors (cognitive and non-cognitive outcomes). A heat-mapping approach is used to facilitate the interpretation of the results. The findings also discuss missing/unaddressed links and the untapped relationships among instructional factors in these studies. This study concludes that teaching and learning with the use of clicker technology is a complex and relational phenomenon; factors that are currently under-explored should be examined using more rigorous research methods to close gaps in the literature and to enhance understanding of the use of clickers in classroom learning environments.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.004 |
| Science and technology studies | 0.007 | 0.006 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.002 | 0.008 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it