For a generation raised on laptops, PDAs and cell phones that do everything except their homework, a small device that looks like a remote control seems almost quaint.
For many UB students, particularly freshmen taking prerequisite courses in biology, chemistry or psychology, these small "clickers" are just another essential to keep in their backpack.
Dr. Clyde Herried, a distinguished teaching professor in the biological sciences department is among the growing number of professors using the Audience Response Systems, called "clickers" by users, in his Biology 200 class.
So far, there have been some technical difficulties with the system, which works in one of two ways: with an infrared signal or a radio frequency. Dr. Herreid said "It's basically a problem of interference."
"I can still get information, but I am unable to use them for attendance," said Dr. Herreid, "We haven't solved the problems."
But, he said, the technology still has potential.
"It's still useful and I think it should be fun, but I haven't asked students yet," he said.
One of Herreid's Biology 200 students, freshman biology major Sarah Scouten said, "I'm scared of them. I'm afraid that mine isn't going through, especially for attendance, but it's high-tech, and it's fun and it's new."
Troy Wood, an associate professor in chemistry and structural biology, has been using the clickers and said the system has improved since he started using them.
"The first systems had portable receivers that had to be set up each time the clickers were used in class. The advent of mounted permanent receivers has eliminated this problem and actually makes using the clickers more attractive to the instructors," he said.
The infrared receivers used by Herreid, Wood and others look like small remote controls. Students point the clickers at a receiver and select their answer by pressing a corresponding number. Some brands even include buttons that students can use to indicate their confidence level by selecting "H" for high, or "L" for low, with medium being the default. Scouten said this feature is "neat, because you can see how many people knew they were right."
"The clicker system is terrific if it works," said Herreid, "I have instant feedback."
He said the clickers make larger classes more personal.
"The difficulty with a big class is that you don't know what's going on, you don't know what the students are having difficulty with," he said. "Historically, I used to ask questions on the overhead and have students raise their hands, but I still don't have a good test of ideas."
Tana Dippolito, a freshman pre-pharmacy major and another of Herreid's students, said the clickers are a good idea, but they don't really work. "Stuff gets in the way of the infrared," she said.
She is also in a Psychology 101 class that uses clickers, except that class uses the radio frequency. "Radio frequency works better. My answers seem to get in."
According to Wood, clickers operating with infrared work as long as the lecture hall does not use fluorescent lights at full illumination.
Another complaint of the system is the added cost for students. UB currently has three companies that manufacture the clickers used in classes here, according to Dr. Herreid.
"The university hasn't decided on a standard," he said. "They need to set a standard so students don't have to buy multiple clickers."
"I thought it was a waste of money," said Kristine Killeen, a freshman pre-pharmacy major, "(Dr. Herreid) is using it for participation points but it doesn't work. If I didn't have the rebate I'd be mad."
The infrared clickers sell for $31.25 at the UB bookstore, and come with a $20 rebate.
"I believe clickers are an excellent educational investment. Students who use them definitely get more out of the large lecture classes because they become actively engaged," Wood said. "They obtain instant feedback on their understanding of lecture material, enabling them to tailor their study time."
Despite the problems, Herreid said he will continue trying different strategies to make the system work, including having students stand up by row, or section in order to try to reduce the interference.
"It keeps students energized and interested," he said. "The attendance level goes up significantly because somebody cares what you think."
