The impact of Student Response Systems on the learning experience of undergraduate psychology students

WITHIN HIGHER EDUCATION, effective delivery of psychology teaching and learning is facing a number of challenges. Recent social and financial changes (e.g. widening participation, higher tuition fees, reduced resource funding) has resulted in larger, more diverse cohorts of students with increasing expectations for high quality teaching and support, delivered through a ‘value-for-money’ curriculum (e.g. Cormack et al., 2014; Trapp et al., 2011; Winstone & Bretton, 2013). As the student experience is now at the centre of practice development, psychology programmes in the UK have sought new opportunities and methods to meet such challenges. The use of technology-enhanced learning in teaching practice can help to address some of the challenges currently facing psychology teaching within higher education. The benefits of utilising technology to facilitate formative assessment and promote engagement are increasingly reflected in Higher Education Strategy (Higher Education Funding Council for England [HEFCE] 2009). However, with a plethora of different technological tools available (e.g. virtual learning environments, social media, podcasts) it is important that the practical application and value of these tools is appropriately and fully understood. Student response systems (SRS) are an example of such a technology that is increasing in popularity and usage in psychology teaching (Kay & LeSage, 2009). These are hand-held devices such as ‘clickers’ (e.g. TurningPoint) and mobile phone polling systems (e.g. Poll Everywhere) which collate real-time, individual responses to on-screen questions. They provide immediate formative feedback on learning in an anonymised format which allows lecturers to reflect, review and recap material using a student-centred approach. Research suggests that use of this technology can improve achievement, attention to in-class material, motivation to attend sessions, and promote active learning and critical thinking through peer interaction (Caldwell, 2007; El-Rady,