摘要：Context: Electronic audience response systems (ARSs) are a technological teaching tool currently being used with widespread success within various disciplines of higher education. Researcher support for its application in athletic training education remains sparse, however. Objective: The aim of this study was to examine whether use of an ARS in a basic athletic training course improved student knowledge acquisition and interactivity. Design: Preintervention and postintervention surveys. Setting: Commission on Accreditation of Athletic Training Education–accredited athletic training program. Patients or Other Participants: Sixty-nine undergraduate students enrolled in one of 2 sections of an introductory athletic training course. Main Outcome Measure(s): A mixed-measures analysis of variance (ANOVA) was conducted to look for differences in knowledge acquisition based upon group membership (control versus experimental) and the effect of instruction. Results: An interaction was discovered for the effect of instruction and use of the ARS (F1,59 = 5.89, P = .018, η2p = .091), indicating that the acquisition of knowledge in the experimental group (7.97 ± 1.49) was greater than for the control group (7.24 ± 1.75). A mixed-measure ANOVA found differences in classroom interactivity based upon group membership. There was a main effect for interactivity (F1,59 = 5.40, P = .024, η2p = .084), indicating that interactive participation increased among students from 7.16 ± 1.23 on the pretest to 7.56 ± 1.08 on the posttest; however, there was no interaction between interactivity and group membership, indicating that both the control and experimental groups increased interactivity at the same rate. Conclusions: Audience response system technology improved student knowledge when used in an introductory athletic training course. Additional research should investigate active learning tools to determine what most strongly affects students' interactivity.
关键词：Teaching pedagogy ; didactic learning ; active learning
