Though student "clickers" are becoming more widespread in higher institutions, similar group/social participatory measures can have similar beneficial effects. However, clickers still seem to have a greater impact on high-risk student populations, notably increasing student attendance.

University of Illinois at Urbana-Champaign

Graded classroom activities have a greater impact on student performance than voluntary / "participation-only" activities, especially when applied to high-risk/underachieving students. This seems to have interesting implications when considering motivational factors in classrooms:
- Intrinsic motivation may be insufficient when students are given a choice ("“I’m not being graded on this stuff and I’ve got an organic chemistry midterm tomorrow; I’m not going to bother.)
- Extrinsic motivation may be more effective for increasing attendance and performance.

Prescribed / Enforced Educational Interventions

Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks., Clarissa, Wenderoth, M.P. Prescribed Active Learning Increases Performance in Introductory Biology. 2007. Life Sciences Education. 6, 132-139.

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