Unlike design studio, preparatory modules in the undergraduate Architecture course typically have a high student–teacher ratio and are conducted in a traditional lecture setting. By nature, lecture setting hinders engagement and reduces motivation, eventually lowering student learning outcomes. This study aimed to increase engagement with the content, lecturer, and among peers in a traditional lecture and consequently improve higher cognitive learning outcomes. Wi-Fi-enabled devices as clickers were used in all lectures to implement “pause and recall” with ConcepTests to increase participation and interaction. Lectures were paused every 15–20 min, and students were asked questions of higher cognitive order that required them to apply the concepts covered in an online platform that acted as clickers. For this quasi-non-experimental mixed-method study, 79 students’ approach to learning before and after the intervention, perception of using clickers, and learning outcomes were measured for a preparatory module, Environmental Systems in the undergraduate Architecture program. Learning outcomes were measured at various cognitive levels based on Bloom’s taxonomy. Students’ deep approach to learning increased at the end of the semester (Cohan’s d = 0.277 and 0.216 for deep motive and strategy, respectively). Students generally have a positive perception and those who showed a positive attitude towards using clickers achieved better scores at higher cognitive questions in the final test (r_s = 0.359, p = 0.001). Students with a deep strategy approach to learning reflected increased self-evaluation (r_s = 0.275, p = 0.022) and study behavior (r_s = 0.263, p = 0.029) to use clickers. Clickers used to pose ‘ConcepTest’ questions to execute “pause and recall” in a large lecture class had a positive impact on student performance. Semi-structural interviews were performed to further explain the findings. Results were consistent with the generative theory of learning. The timing and design of clicker questions followed by a discussion were particularly beneficial in improving critical thinking among students.

与设计工作室不同，本科建筑课程中的预科课程通常具有很高的师生比例，并且在传统的讲座环境中进行。从本质上讲，讲座设置会阻碍参与并降低积极性，最终降低学生的学习成果。本研究旨在增加传统讲座中内容、讲师和同龄人之间的参与度，从而提高更高的认知学习成果。在所有讲座中都使用支持 Wi-Fi 的设备作为答题器，通过 ConcepTests 实现“暂停和回忆”，以增加参与和互动。讲座每 15-20 分钟暂停一次，向学生提出更高认知顺序的问题，要求他们应用充当答题器的在线平台中涵盖的概念。对于这项准非实验性混合方法研究，测量了 79 名学生在干预前后的学习方法、使用答题器的感知以及学习成果，用于预科课程，即本科建筑课程的环境系统。根据 Bloom 的分类法，在不同的认知水平上衡量学习成果。学生的深度学习方法在学期末增加了（科汉的对于深层动机和策略，d  = 0.277 和 0.216）。学生通常有积极的看法，那些对使用答题器表现出积极态度的学生在最终测试中在更高的认知问题上取得了更好的成绩 ( r _s  = 0.359, p  = 0.001)。采用深度策略学习方法的学生反映了自我评价（r _s  = 0.275，p  = 0.022）和学习行为（r _s  = 0.263，p = 0.029) 使用答题器。曾经在大型讲座中提出“ConcepTest”问题以执行“暂停和回忆”的答题器对学生的表现产生了积极影响。进行了半结构式访谈以进一步解释调查结果。结果与学习的生成理论一致。紧接着讨论的答题器问题的时间安排和设计对于提高学生的批判性思维特别有益。