An empirical examination of antecedents determining students' usage of clickers in a digital marketing module

As more and more educational institutions are integrating new technology such as clickers into their learning system, it becomes increasingly essential to have an understanding of students' perceptions about such technology on their overall learning process. The incorporation of clickers into teaching instructions has created implications for teaching practices and student satisfaction. The purpose of this research is to understand student use and satisfaction with clickers in a large undergraduate digital marketing class in a British university. To do so, we propose a conceptual model based on information systems (IS) success models to understand student's usage behaviour and satisfaction with clickers. The data were analysed based on 138 valid responses gathered from the students, where clickers are effectively used for teaching and learning purposes. The results provided a strong support for all eight hypothesised relationships and adequate variance on its key dependent variables in the proposed research model.