In this study we describe a novel use of clickers in a second year computer science module. In recent years instructors in higher education have begun introducing classroom technology so that students can anonymously respond to questions during lectures. Studies have shown considerable benefits in terms of attendance, classroom engagement and instructor feedback (Caldwell, 2007; Kay & LeSage, 2009). In this study students were partitioned into self-selected groups of three. 20% of the final module grade was earned by answering clicker questions during lectures in competition with other teams. We found that the use of clickers had a dramatic effect on both attendance and engagement in class compared to analogous modules where
clickers were not employed. Students were far more likely to ask questions and defend their points of view, both before and after lectures. At the end of the semester the majority of students rated the clickers positively. However, the final module grade was lower than previous years. An anonymous survey suggested that although students
enjoyed working in groups, they were less likely to take personal responsibility for their own learning when there were others on the team that could do the work. In light of this, we recommend allowing students to discuss clicker questions together during lectures, but awarding marks individually.