This is a contribution to the body of research relating to the pedagogical effects of information and communication technologies (ICT). The result of a meta-analytic literature review of the relationship between the use of clickers in a large classroom and student academic performance is reported in this article. Upon a review of empirical studies considering academic result as being dependent on clicker use, we considered only those studies based on experimental and quasi-experimental methodologies. The meta-analysis, including 17 sets of data from the eight scientific articles retained, showed a positive relationship between clicker use and student results (g = 0.463).