Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning

Shapiro, A. M., Sims-Knight, J., O’Rielly, G. V., Capaldo, P., Pedlow, T., Gordon, L., & Monteiro, K. (2017). Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning. Computers and Education, 111, 44–59. https://doi.org/10.1016/j.compedu.2017.03.017