I Like the Way This Feels: Using Classroom Response System Technology to Enhance

Tactile Learners' Introductory American Government Experience

Summary:
The research in the study conducted by Stacy G. Ulbig investigates the benefits of in-
class electronic classroom response systems as well as student attitudes towards the use of these
in-class response systems. Ulbig analyzes survey data collected from four introductory American
Government courses over the course of one school year to conclude whether tactile learning
students value the use of the classroom response systems more than less tactile learners. The
tables in the journal confirm that tactile learners will appreciate using the system more. The
findings also conclude that the use of clickers can improve the educational experience for
students who are usually unengaged by the more traditional method of classroom teaching. A
possible reason for students now being engaged suggested by Ulbig is because clickers meet both
needs of digital literacy and immediacy that the 21 -century prefers.
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This article also includes the dissipation of a few concerns some skeptics to the use of
clickers may have. For example, some may worry less tactile learners might be negatively
affected. However, the research conducted suggests that less tactile students were not adversely
affected, and they expressed similar levels of appreciation for the clickers as those who are
tactile learners. Therefore, all students will gain some way from the clicker use. Others may be
concerned about cost, financially and time-wise. The research concludes that the students
involved had no complaints about the operation of clickers and stated they were not difficult to
use. Overall, the research concluded that both student and professors alike benefit from the use
of clickers.

Rhetorical Analysis:
In the journal article, I Like the Way this Feels: Using Classroom Response System
Technology to Enhance Tactile Learners Introductory American Government Experience, the
author, Stacy G. Ulbig, focuses her research on the benefits of in-class electronic classroom
response systems, like clickers we use here at UNC Charlotte. The journal article was published
in 2015 in the Journal of Political Science Education, making it relevant to todays technological
advancements in universities. Ulbig is also credited as a professor at Sam Houston State
University in Houston, Texas where she teaches American political science courses as well as
conducts research. The purpose of her research conducted and explained through this journal is
to prove that clickers help not only those who are tactile learners but also those who are not.
By using evidence, such as data and tables inserted in the journal, Ulbig has been able to back up
her findings and results, explaining how clickers have had a positive impact on the learning
environment in the classes studied in todays century. Writing a journal article focused on the
topic of in-class technology also grabs the attention and is written towards a certain audience.
The audience that this article was created for would be those of other university professors, like
Ulbig herself, as well as college students, universities interested or hesitant in the aspect of
response systems, such as clickers, and companies that create this type of technology. The
research conducted by Stacy G. Ulbig will help possibly convince universities of the benefits to
the addition of clickers on their campus as well as help the companies creating these devices.
Ulbig, S. G. (2016). I Like the Way This Feels: Using Classroom Response System Technology to Enhance Tactile
Learners' Introductory American Government Experience. Journal Of Political Science Education, 12(1), 41-57.

More concise summary of article:

The research conducted by the author in this article investigates the benefits of in-class
electronic response systems, like clickers, and student attitudes towards them. The findings
conclude that tactile learners value the use of the clickers more so than less tactile learners, but
those who are less tactile learners were not adversely affected. The findings also concluded that
clickers can improve the engagement of students, and are beneficial financially and operation
wise as well making it a useful classroom tool. Therefore, the authors claim that clickers will be
beneficial is supported through the study conducted.