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Among 659 students, males show significantly more positive attitudes than females. Greater computer comfort predicts more favorable attitudes, while students who did not actively participate before ARS use are more positive than regular participants. 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Kay  \nLiesel Knaack  \nAuthors  \nDr. Robin Kay is with the Faculty of Education at the University of Ontario Institute of Technology. Correspondence regarding this article can be sent to: [robin.kay@uoit.ca](robin.kay@uoit.ca)  \nDr. Liesel Knaack is with the University of Ontario Institute of Technology and can be reached at:  \n[liesel.knaack@uoit.ca](liesel.knaack@uoit.ca)  \nAbstract  \nThe purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in  \n659 students. Males had significantly more positive attitudes toward ARSs than female students. Students who were more comfortable with computers had significantly more positive attitudes than students who were less comfortable. Students who did not actively participate in class before ARSs were used were more positive about this tool than students who regularly participated. Finally, students were significantly more positive about ARSs when they were used for formative (not for grades) as opposed to summative (for grades) assessment. There were no significant differences observed for grade level or subject area taught.  \nRésumé  \nLa présente étude visait à étudier les variations personnelles dans la disposition des élèves du secondaire envers l’utilisation de systèmes de réponse, ou télévoteurs, en classe. Plus précisément, l’étude a examiné l’impact du sexe, de l’année d’études, de la matière, de l’aisanceen informatique, du niveau de participation et du type d’utilisation sur 659 élèves. La disposition des garçons envers les télévoteurs était significativement meilleure que celle des filles. De plus, les élèves les plus à l’aise avec les ordinateurs avaient une réponse significativement plus positive que les élèves moins à l’aise. Les élèves qui ne participaient pas activement en classe avant l’utilisation de télévoteurs avaient quant à eux une attitude plus positive envers cet outil que les élèves qui participaient déjà régulièrement. Enfin, les élèves démontraient une attitude plus favorable envers les télévoteurs lorsque ceux-ci étaient utilisés aux fins d’évaluations formatives (non notées), par opposition aux fins d’évaluations sommatives (notées) . Il n’y avait pas de différences significatives observées en fonction de l’année d’études ou de la matière enseignée.  \nOverview  \nAudience Response System (ARSs), also known as clickers (Bergtrom, 2006) permit students to answer digitally-displayed multiple choice questions using a remote control. After students select their individual responses, the results are instantly presented in a bar chart that displays the number of students who selected each choice. The principal advantage of using an ARS is that it gives instant feedback to both students and instructors on how well the entire class understands concepts being presented using multiple choice questions. Once this feedback is attained, a teacher can alter the course of instruction or students can work out misconceptions via peer or  \n[http://madlib.athabascau.ca/cjlt/index.php/cjlt/rt/printerFriendly/509/239](http://madlib.athabascau.ca/cjlt/index.php/cjlt/rt/printerFriendly/509/239)  \nKay Page 2 of 20  \nclassroom discussion and further study.  \nResearchers have concentrated on benefits, challenges, and strategies associated with ARS use  \n(Caldwell, 2007; Fies & Marshall, 2006; Simpson & Oliver, 2007) . Specific benefits have included  \nincreased attention during class (e.g. , Siau, Sheng, & Nah, 2006; Slain, Abate, Hidges,  \nStamatakis, & Wolak. , 2004), higher engagement in concepts presented (e.g. , Bergtro","cbCainz56c79MkGH","https://ap.wps.com/l/cbCainz56c79MkGH","pdf",418932,"English","# Overview\n## ARS definition and classroom use\n## Reported benefits, challenges, and strategies\n## Research gap: individual differences in attitudes","[{\"question\":\"What was the main purpose of this study?\",\"answer\":\"To examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms, including how multiple factors relate to those attitudes.\"},{\"question\":\"Which student factors were linked to more positive attitudes toward ARSs?\",\"answer\":\"Males reported significantly more positive attitudes than females. Students with higher computer comfort also showed significantly more positive attitudes than less comfortable peers.\"},{\"question\":\"How did the way ARSs were used affect students’ attitudes?\",\"answer\":\"Students were significantly more positive when ARSs were used for formative assessment (not for grades) rather than summative assessment (for grades).\"}]","Exploring Individual Differences in Attitudes toward Audience Response Systems | PDF",1792087049]