We examine whether clickers affect learning in an
introductory economics course when introduced on a
limited ‘quizzing’ basis in a traditional lecture course.
Based on early and end of semester surveys, we assess
whether clickers are associated with changes in student
course performance or changes in student engagement.
Using an education production function that controls for
student GPA, etc., we find no significant differences
between the clicker and nonclicker sections in student
attitudes toward attendance, participation or class
engagement, nor do we find any difference in exam
performance. We conclude instructors should be cautious
patching new technologies into traditional lecture courses,
and universities cautious in mandating technology use.