Role of learning style preferences and interactive response systems on student learning outcomes

Learning style preferences are found influential in learning and academic achievement, and may explain how students learn. Additionally, technology has been proven effective in educational processes. Interactive response systems known also as clickers seem to increase student engagement, although studies on the direct effects of clickers on learning outcomes are limited. The purpose of this study is to determine whether student learning style plays a role in learning outcomes and whether some students benefit using interactive systems more than others. Learning outcomes are measured by critical thinking abilities, comprehension of subject knowledge, and effective decision‐making abilities through problem/project‐based learning practices. Based on the learning outcomes of students enrolled in operations management classes, business students with participant learning style were found to be high academic achievers and successful critical thinkers. Use of interactive response systems positively affected overall course performance and was instrumental in the comprehension of subject knowledge and problem‐based learning practices. While participant learners benefited most from interactive response systems, independent learners' application and effective decision‐making abilities were enhanced by the use of these systems.