Classroom response systems (clickers) have been found to engage and attract student attention and facilitate the practical application of key ideas to solve problems. This study was designed to investigate the effects of clicker use on problem-solving among adult learners. A self-administered questionnaire was distributed to 60 students after giving them actual case studies for problem-solving using PowerPoint slides. An equal number of participants were assigned to each of the control (n=30) and experimental groups (n=30). Although both groups engaged in the same problem-solving tasks, the experimental group used clickers as a learning tool in the classroom. Data were analyzed using frequency, means, exploratory factor analysis, the Friedman ranking test, and linear regression analysis. The study findings revealed overall positive responses toward using clickers in the classroom. They also suggested that clickers encouraged thinking and problem-solving. It is concluded that problem-solving learning in adult education appears to be more effective when accompanied by clicker use than through conventional teaching methods. Received : 26 September 2019 Accepted : 04 March 2020 Published online : 19 May 2020

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调查使用答题器对成年学习者解决问题的影响：横断面调查

已经发现课堂响应系统（答题器）可以吸引并吸引学生的注意力，并有助于解决关键问题的实际应用。本研究旨在调查使用答题器对成年学习者解决问题的影响。在给他们60个学生提供使用PowerPoint幻灯片解决问题的实际案例研究后，他们向他们分发了一份自我管理的问卷。对照组（n = 30）和实验组（n = 30）均分配了相等数量的参与者。尽管两个小组都承担着相同的解决问题的任务，但实验组在教室中还是将答题器用作学习工具。使用频率，均值，探索性因素分析，弗里德曼排名检验和线性回归分析对数据进行分析。研究结果表明，在课堂上使用答题器的总体积极反应。他们还建议答题者鼓励思考和解决问题。结论是，成人教育中解决问题的学习在使用点击器的情况下似乎比通过常规教学方法更有效。收到：2019年9月26日接受：2020年3月4日在线发布：2020年5月19日