Millennials Perception of Using Clicker to Support an Active Classroom Environment: An Early Adoption Perspective


This paper presents a multi-year study of students' perception associated with the introduction of a technology tool, personal response systems, starting from its initial stage to date. The goal is to provide a reflective perspective of this topic that intertwines the instructor's and students' views associated with the adoption of a technology tool that addresses Millennia's need for quick feedback and active engagement into their learning experience. The results of the data collected with an in-class clicker survey for six semesters indicated that it took students on average two semesters to significantly shift their perception and view clickers supporting both classroom and outside classroom activities. The study indicates that both a well-crafted strategy to introduce innovative technology tools at the organizational level and the instructor's clear focus on using clickers as a tool to increase and support active learning will reduce students' resistance to the tool itself at the course levels.

Meeting Name

119th ASEE Annual Conference and Exposition (2012: Jun. 10-13, San Antonio, TX)


Geosciences and Geological and Petroleum Engineering

Keywords and Phrases

Education; Engineering Education; Teaching; Active Learning; Classroom Activity; Innovative Technology; Learning Experiences; Millennials; Organizational Levels; Personal Response Systems; Students' Views; Students

International Standard Book Number (ISBN)


International Standard Serial Number (ISSN)


Document Type

Article - Conference proceedings

Document Version


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© 2012 American Society for Engineering Education (ASEE), All rights reserved.

Publication Date

01 Jun 2012