Anthis, K. (2011). Is it the clicker, or is it the question? Untangling the effects of student response system use. Teaching of Psychology, 38(3), 189–193. doi:10.1177/0098628311411895
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. doi:10.1016/j.compedu.2012.10.019
Brady, M., Seli, H., & Rosenthal, J. (2013). “Clickers” and metacognition: a quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices. Computers and Education, 65, 56-63. doi:10.1016/j.compedu.2013.02.001
Bonvillian, W. B., & Singer, S. R. (2013). The online challenge to higher education. Issues in Science and Technology, 29(4), 23-30.
Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, 88, 343-353. doi:10.1016/j.compedu.2015.07.013
Caldwell, J. E. (2007). Clickers in the large classroom: current research and best-practice tips. Life Sciences Education, 6(1), 9-20. doi:10.1187/cbe.06-12-0205
Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M. T., & Yñiguez, R. (2016). Measuring the effect of ARS on academic performance: A global meta-analysis. Computers & Education, 96, 109-121. doi:10.1016/j.compedu.2016.02.007
Castro-García, D., Olarte, F. D., & Corredor, J. (2016). Tecnología para la comunicación y la solución de problemas en el aula. Efectos en el aprendizaje significativo[Technology for communication and solving problems in the classroom. Effects on meaningful learning]. Digital Education Review, 30, 207-219.
Chen, P. D., Gonyea, R., & Kuh, G. (2008). Learning at a distance: engaged or not. Journal of Online Education, 4(3), Retrieved from https://nsuworks.nova.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1058&context=innovate
Chen, A., & Zhu, W. (2001). Revisiting the assumptions for inferential statistical analyses: A conceptual guide. Quest, 53(4), 418-439.
Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational researcher, 32(1), 9-13. doi:10.3102/0013189X032001009
Corredor, J. (2006). General and domain-specific influence of prior knowledge on setting of goals and content use in museum websites. Computers & Education, 47(2), 207-221. doi:10.1016/j.compedu.2004.10.010
Corredor, J., Gaydos, M., Squire, K. (2014). Seeing change in time: Video games to teach about temporal change in scientific phenomena. Journal of Science Education and Technology, 23 (3), 324-343. doi:10.1007/s10956-013-9466-4
Corredor, J., & Rojas, L. (2016). Narrative and Conceptual Expertise in Massively Multiplayer Online Role Playing Games. International Journal of Gaming and Computer-Mediated Simulations, 8(1), 44-67. doi:10.4018/IJGCMS.2016010104
Desrochers, M. N., & Shelnutt, J. M. (2012). Effect of answer format and review method on college students learning. Computers and Education, 59, 946-951. doi:10.1016/j.compedu.2012.04.002
Desouza, E., & Fleming, M. (2003). A comparison of in-class and online quizzes on student exam performance. Journal of Computing in Higher Education, 14(2), 121-134. doi:10.1007/BF02940941
Díaz, A., Nussbaum, M., Ñopo, H., Maldonado-Carreño, C., & Corredor, J. (2015). Orchestration: Providing Teachers with Scaffolding to Address Curriculum Standards and Students’ Pace of Learning. Educational Technology & Society, 18 (3), 226–239.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
Fallon, M., & Forrest, S. L. (2011). High-Tech Versus Low-Tech Instructional Strategies: A Comparison of Clickers and Handheld Response Cards. Teaching of Psychology, 38(3), 194–198. doi:10.1177/0098628311411896
Fernández-Alemán, J. L., Sánchez, A. B., López, M. J., & López, J. J. (2014). Examining the benefits of learning based on an audience response system when confronting emergency situations. CIN: Computers, Informatics, Nursing, 32(5), 207-213. doi:10.1097/CIN.0000000000000053
Fies, C., & Marshall, J. (2006). Classroom response systems: A review of the literature determinants of the results. Journal of Science Education and Technology, 15(1), 101–109. doi:10.1007/sl0956-006-0360-l
Gaviria, A., & Hoyos, A. (2008). Determinantes de los resultados de las evaluaciones de profesores: el caso de la Universidad de los Andes. [Determinants of the results of teacher evaluations: the case of the Andes University]. Desarrollo y Sociedad, (61), 87–117.
Gibson, J. J. (1979/2014). The ecological approach to visual perception: Classic edition. NY: Psychology Press.
Gonzalez, D., Maytorena, M. A., & Fuentes, M. A. (2018). Locus de control y morosidad como predictores del ejercicio físico-deportivo en estudiantes universitarios. [Locus of control and procrastination as predictors of physical-sports exercise in university students]. Revista Colombiana de Psicología, 27(2), 15-30. doi:10.15446/rcp.v27n2.61483
Graaff, E. D., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 657–662.
Graham, C. R., Tripp, T. R., Seawright, L., & Joeckel, G. (2007). Empowering or compelling reluctant participators using audience response systems. Active Learning in Higher Education, 8(3), 233–258. doi:10.1177/1469787407081885
Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies?. Alt-J, Research in Learning Technology, 12, 113-124
Escallón, E., González, B. I., Peña, P. C., & Rozo-Parrado, L. J. (2019). Implicaciones educativas de la teoría sociocultural: el desarrollo de conceptos científicos en estudiantes bogotanos. Revista Colombiana de Psicología, 28, 81-98. https://doi.org/10.15446/rcp.v28n1.68020
Haidet, P., Morgan, R. O., O'malley, K., Moran, B. J., & Richards, B. F. (2004). A controlled trial of active versus passive learning strategies in a large group setting. Advances in Health Sciences Education, 9(1), 15-27. doi:10.1023/B:AHSE.0000012213.62043.45
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81e112. doi:10.3102/003465430298487
Hunsu, N. J., Adesope, O., & Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education, 94, 102-119. doi:10.1016/j.compedu.2015.11.01
Janiszewski, C., Noel, H., & Sawyer, A. G. (2003). A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory. Journal of Consumer Research, 30(1), 138-149. doi:10.1086/374692
Jones, S. J., Crandall, J., Vogler, J. S., & Robinson, D. H. (2013). Classroom response systems facilitate student accountability, readiness, and learning. Journal of Educational Computing Research, 49(2), 155–171. doi:10.2190/EC.49.2.b
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819–827. doi:10.1016/j.compedu.2009.05.001
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. doi:10.1080/17439884.2013.770404
Kolmos, A. (2004). Estrategias para desarrollar currículos basados en la formulación de problemas y organizados en base a proyectos. [Strategies to develop curriculum based on the formulation of problems and organized based on projects]. Educar, (33), 077-96. doi:10.5565/rev/educar.262
Kosba, E., Dimitrova, V., & Boyle, R. (2007). Adaptive feedback generation to support teachers in web-based distance education. User Modeling and User-Adapted Interaction, 17(4), 379-413. doi:10.1007/s11257-007-9031-z
Kromann, C. B., Jensen, M. L., & Ringsted, C. (2009). The effect of testing on skills learning. Medical Education, 43(1), 21–27. doi: 10.1111/j.1365-2923.2008.03245.x
Landrum, R. E. (2013). The Ubiquitous Clicker: SoTL Applications for Scientist-Educators. Teaching of Psychology, 40(2), 98–103. doi:10.1177/0098628312475028
Lantz, M. E., & Stawiski, A. (2014). Effectiveness of clickers: Effect of feedback and the timing of questions on learning. Computers in Human Behavior, 31, 280-286.
Lix, L. M., Keselman, J. C., & Keselman, H. J. (1996). Consequences of assumption violations revisited: A quantitative review of alternatives to the one-way analysis of variance F test. Review of Educational Research, 66(4), 579-619.
Makransky, G., Andreasen, N. K., Baceviciute, S., & Mayer, R. E. (2020). Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000473
Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34(1), 51-57. doi:10.1016/j.cedpsych.2008.04.002
Mollborn, S., & Hoekstra, A. (2010). “A meeting of minds”: Using clickers for critical thinking and discussion in large sociology classes. Teaching Sociology, 38(1), 18–27. doi:10.1177/0092055X09353890
Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15(2), 175-185. doi:10.1080/13562511003620001
Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457–473. doi:10.1080/0307507032000122297
Noronha, A. P. P., & Batista, H. H. V. (2020). Relações entre Forças de Caráter e Autorregulação Emocional em Universitários Brasileiros. Revista Colombiana de Psicología, 29, 73-86. https://doi.org/10.15446/rcp.v29n1.72960
Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. National Center for Education Research. Retrieved from http://eric.ed.gov/?id=ED498555
Rana, N. P., & Dwivedi, Y. K. (2016). Using clickers in a large business class: Examining use behavior and satisfaction. Journal of Marketing Education, 38(1), 47-64. doi:10.1177/0273475315590660
Requena, S. R. H. (2008). El modelo constructivista con las nuevas tecnologías, aplicado en el proceso de aprendizaje. [The constructivist model and the new technologies, applied to the learning process]. RUSC. Universities and Knowledge Society Journal, 5(2), 6-. Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=2799725
Reed III, J. F., & Stark, D. B. (1988). Robust alternatives to traditional analysis of variance: Welch W∗, James JI∗, James JII∗, Brown-Forsythe BF∗. Computer Methods and Programs in Biomedicine, 26(3), 233-237.
Rodriguez, A. & Clariana, M. (2017). Procrastinación en Estudiantes Universitarios: Su Relación con la Edad y el Curso Académico. [Procrastination in University Students: The Relationship to Age and Academic Year]. Revista Colombiana de Psicología, 26(1), 45-60. doi:10.15446/rcp. v26n1.53572
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. doi:10.1111/j.1467-9280.2006.01693.x
Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406–412. doi:10.3102/0013189X10374770
Rupp, A. A., Ferne, T., & Choi, H. (2006). How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing, 23(4), 441-474. doi:10.1191/0265532206lt337oa
Sawilowsky, S. S., & Blair, R. C. (1992). A more realistic look at the robustness and Type II error properties of the t test to departures from population normality. Psychological Bulletin, 111(2), 352-360. doi:10.1037/0033-2909.111.2.352
Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285-307. doi:10.1007/s10648-007-9046-3
Skidmore, S. T., & Thompson, B. (2013). Bias and precision of some classical ANOVA effect sizes when assumptions are violated. Behavior Research Methods, 45(2), 536-546.
Stowell, J. R., & Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34(4), 253–258. doi:10.1080/00986280701700391
Song, H. S., Kalet, A. L., & Plass, J. L. (2016). Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments. Journal of Computer Assisted Learning, 32(1), 31-50. doi:10.1111/jcal.12117
Sun, J. C.-Y. (2014). Influence of polling technologies on student engagement: an analysis of student motivation, academic performance, and brainwave data. Computers and Education, 72, 80-89. doi:10.1016/j.compedu.2013.10.010
Tamayo, R. (2015). Efectividad del reforzamiento inmediato en el aprendizaje de gramáticas artificiales. In Estudios sobre Comportamiento y Aplicaciones [Effectiveness of the immediate reinforcement in the learning of artificial grammars. In Studies on Behavior and Applications] (Felipe Cabrera, Óscar Zamora, Héctor Martínez, Pablo Covarrubias, Vladimir Orduña, Eds., Vol. IV, pp. 151–169). Ciudad de México, D.F.: UNAM. Retrieved from http://www.seminariosinca.org/docs/ESTUDIOS_vol4.pdf
Tamayo, R. (2003). Efectos del reforzamiento sobre el aprendizaje de secuencias generadas por una gramática artificial del estado finito. [Effects of reinforcement on learning of sequences generated by an artificial grammar of the finite state]. Suma Psicológica, 10(2), 211–222. doi:10.14349/sumapsi2003.176
Vargas, M. A. P., González, N. F., & Chávez, V. P. (2015). Efectos de un Entrenamiento Correctivo En La Elaboración Y Fundamentación De Preguntas De Investigación. Effects of Corrective Training in the Identification and Development of Research Questions]. Acta Colombiana de Psicología, 18(2), 87–100. doi:10.14718/ACP.2015.18.2.8.