Using Clickers in Education

Adding technology to a classroom setting may increase engagement and user-participation organically.

Our Core Values

We are customer focused. We are fully committed to integrity, superior quality and unparalleled service at all times.

What We Do

We enhance and deliver rich, engaging experiences, that improves user success, while collecting critical data that may be used in meaningful ways.

Added Classroom Value

  • Students can participate without the fear of humiliation and failure.
  • Using technology can encourage critical thinking, leading to a higher level of attention and retention.
  • Lengthens attention spans.
  • Gives instructors an immediate indication of the understanding of the learners and the effectiveness of the lesson delivery.

The Statistics Behind Clickers



increase in retention of material of learners who used response technology, compared to learners that did not, 30 days after initial instruction.

Source: “Audience Response System: Effect on Learning in Family Medicine Residents” (Schackow et all, 2004)



of learners agreed that they were more likely to participate because of the anonymity of the response system.


Source: “Exploring the Use of an Audience Response System as a Vehicle for Content Delivery” (Williams, 2003)



increase in test scores of learners that used response technology compared to learners that did not use response technology.


Source: “Audience Response System: Effect on Learning in Family Medicine Residents” (Schackow et all, 2004)

According to learners, response technology made lectures more engaging, motivational and enhanced learning.

  • Engagement 87% 87%


  • Motivation 63% 63%


  • Enhanced Learning 73% 73%


Source: “A Student Response System for increasing Engagement, Motivation and Learning in High Enrollment Lectures” (Hall et al., 2005)


University of Pretoria

Dr. Pamela de Waal, Mrs. Angelique Kritzinger and Mr Carel Oosthuizen discuss their experience using ResponseCard Clickers and TurningPoint in their classes at the University of Pretoria.


There are 3 models currently used which you can consider when making the decision to implement clickers in your institution: 

  1. The Institution Method

In an institution-pays model, the educational institution assumes the responsibility of buying and distributing the required number of clickers to students. Distribution is usually carried out using one of four popular approaches: the clicker kit, the long-term loan, embedded clickers,and free-clickers. 

2. The Students-Pay Model

In the students-pay model, each student assumes the responsibility for buying his or her own clicker. When they complete their degrees and leave the institution, they can resell their clickers to incoming students as desired. Students are asked to buy a clicker in the same way that they are asked to buy a textbook, understanding that it is a tool that is designed to aid their learning in certain courses. In the students-pay model, clicker distribution is often managed by an institution-affiliated vendor (such as a bookstore).

3. The Students-Pay with incentive Model

In this model, as with the afore mentioned students-pay model, each student assumes the responsibility for buying his or her own clicker. The difference comes in that students must register their clicker with the class and are given grade points (the incentive) for participation and/or performance in clicker questions.


Here are some of the universities in South Africa that are already using clickers in lectures.


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