Helping the flow of the thinking juice: student engagement in a Graphic Design clicker class

Abstract

Past research into the classroom uses of personal response systems or ‗clickers‘ show that their use increases students‘ participation and engagement levels. In South Africa, clicker usage is still in its infancy, with little research published in the field. This study reports on Graphic Design students‘ perceptions of the use of clickers and on their engagement levels in small clicker classes. Data was collected through student questionnaires, clicker questions during classes and focus group discussions. This paper discusses engagement on three levels. Firstly, clickers seize students‘ attention through the simplicity, novelty factor and fun element they bring to class. Secondly, they help participation of students through the anonymity they offer, which is especially important for students whose language of instruction is not their first language. Thirdly and most importantly, clickers encourage peer discussion, forcing students to re-conceptualise their own conclusions. The skill of collaborative decision-making is particularly important for future graphic designers. More research is needed to validate students‘ perceptions of their level of engagement and it is suggested to include other disciplines and study levels in the future.