Mark James and Shannon Willoughby, American Journal of Physics, Vol. 79(1), pp. 123-132 (2011).
This article reports on an analysis of clicker question discussions during Peer Instruction. They found that only about 40% of the conversations were of the "standard" type where students discuss their opinions relating to the physical attributes posed in a question and submit clicker responses that coincide with individual opinions. They also found that having high stakes (marks for correctness) was actually detrimental to the conversation. See Stephanie Chasteen's blog post for a summary of the paper.
Instructors: Clicker Research
Science Education Specialists