University Students’ Perception of the Use of Socrative in Learning Experiences with Mobile Technology
DOI:
https://doi.org/10.24320/redie.2019.21.e05.1850Keywords:
Higher Education, activity learning, students’ perception, student assessmentSupporting Agencies:
Departamento de Didáctica y Organización Educativa, Facultad de Ciencias de la Educación, Universidad de SevillaAbstract
The growing integration of mobile technology into classrooms is producing new environments that innovate teaching methods. This descriptive, survey-based study analyzes trainee teachers’ perceptions of the use of Socrative and its implications for learning processes. Data was collected through a questionnaire designed ad hoc. The study sample comprised university students (n= 168) from the bachelor’s degree in early childhood education at the School of Education Sciences of a Spanish university. The results of this study indicate significant changes in students’ learning processes, social relations, and teaching methodologies.Downloads
Download data is not yet available.
References
Awedh, M., Mueen, A., Zafar, B. y Manzoor, U. (2014). Using Socrative and smartphones for the support of collaborative learning. International Journal on Integrating Technology in Education, 3(4), 17-24. doi:10.5121/ijite.2014.3402
Blasco, D. (2016). Student’s attitudes toward integrating mobile technology into translation activities. International Journal on Integrating Technology in Education, 5(1), 1-11. doi:10.5121/ijite.2016.5101
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B. y Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110. doi:10.1016/j.compedu.2012.10.019
Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Diáz, M. T. e Yñiguez, R. (2016). Measuring the effect of ARS on academic performance: a global meta-analysis. Computers & Education, 96(C), 109-121. doi:10.1016/j.compedu.2016.02.007
Choudhury, N., Venkatesh, T., Bhattacharya, S. y Sarma, S. (2016). Avabodhaka: a system to analyse and facilitate interactive learning in an ICT based system for large classroom. Procedia Computer Science, 84, 160-168. doi:10.1016/j.procs.2016.04.082
Cochrane, T. D., Antonczakb, L., Keeganc., H. y Narayana, V. (2014). Riding the wave of BYOD: developing a framework for creative pedagogies. Research in Learning Technology, 22. doi: 10.3402/rlt.v22.24637
Cubric, M. y Jefferies, A. (2015). The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups. Computers & Education, 87(C), 98-111. doi:10.1016/j.compedu.2015.04.004
Dakka, S. M. (2015). Using Socrative to enhance in-class student engagement and collaboration. International Journal on Integrating Technology in Education, 4(3), 13-19. doi:10.5121/ijite.2015.4302
Debuse, J. y Lawley, M. (2016). Benefits and drawbacks of computer-based assessment and feedback systems: student and educator perspectives. British Journal of Educational Technology, 47(2), 294-301. doi:10.1111/bjet.12232
Dervan, P. (2014). Enhancing In-class student engagement using Socrative (an online student response system): a report. The All Ireland Journal of Teaching & Learning in Higher Education, 6(3), 1801-1813.
Domínguez, A., Saenz-de-Navarrete, J., de Marcos, L., Fernández-Sanz, L., Pagés, C. y Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: practical implications and outcomes. Computers & Education, 63, 380-392. doi:10.1016/j.compedu.2012.12.020
Fowler, F. J. (2014). Survey research methods (5th ed.). Los Ángeles, CA: Sage.
Frías, M. V., Arce, C. y Flores-Morales, P. (2016). Uso de la plataforma socrative.com para alumnos de Química General. Educación Química, 27(1), 59-66. doi:10.1016/j.eq.2015.09.003
González-Fernández, N. y Salcines-Talledo, I. (2015). El smatphone en los procesos de enseñanza-aprendizaje-evaluación en Educación Superior. Percepciones de docentes y estudiantes. Relieve, 21(2). doi:10.7203/relieve.21.2.7480
Hadiri, Y. (2015, enero). Instructional design project: click it to check it. Socrative for student assessment in higher education. Documento presentado en The Technology, Colleges, and Community Worldwide Online Conference. Recuperado de http://hdl.handle.net/10125/35948
Haintz, C., Pichler, K. y Ebner, M. (2014). Developing a web-based question-driven audience response system supporting BYOD. Journal of Universal Computer Science, 20(1), 39-56. doi:10.3217/jucs-020-01-0039
Hanus, M. D. y Fox, J. (2015). Assesing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computer y Education, 80(C), 152-161. doi:10.1016/j.compedu.2014.08.019
Hunsu, N. J., Adesope, O. y Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education, 94, 102-119. doi:10.1016/j.compedu.2015.11.013
Kaya, A. y Balta, N. (2016). Taking advantages of technologies : using the Socrative in english language teaching classes. International Journal of Social Sciences y Educational Studies, 2(3), 4-12.
Kim, D., Rueckert, D., Kim, D.-J., y Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning y Technology, 17(3), 52-73. Recuperado de http://www.lltjournal.org/item/2825
Looi, C.-K., Sun, D., Seow, P. y Chia, G. (2014). Enacting a technology-based science curriculum across a grade level: the journey of teachers’ appropriation. Computers & Education, 71, 222-236. doi:10.1016/j.compedu.2013.10.006
Ohashi, L. (2015). Enhancing EFL writing courses with the online student response system Socrative. Kokusaikeiei Bunkakenkyu, Cross-cultural Business and Cultural Studies, 19(1), 135-145.
Pettit, R. K., Mccoy, L., Kinney, M. y Schwartz, F. N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC Medical Education, 15(1), 1-15. doi:10.1186/s12909-015-0373-7
Quiroga, M. A., Fernández, J., Escorial, S., Merino, M. D. y Privado, J. (2016). Uso de móviles y tabletas para la evaluación de los conocimientos adquiridos: hagamos asequible la evaluación continua (2a. Fase) (Informe del proyecto de Innovación Docente No. 30). Madrid: UCM. Recuperado de https://eprints.ucm.es/34893/
Seco, C. y Cardoso, T. (2015). Questionários sistemáticos e smartphone: ferramentas de avaliação pedagógica? [Cuestionarios sistemáticos y smartphone: ¿herramientas de evaluación pedagógica?]. Revista de estudios e investigación en Psicología y Educación, Extr.(13), 158-162. doi:10.17979/reipe.2015.0.13.489
Stowell, J. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82(C), 329-334. doi:10.1016/j.compedu.2014.12.008
Trindade, J. (2014). Promoção da interatividade na sala de aula com Socrative: estudo de caso [Promoción de la interactividad en el aula con Socrative: estudio de caso]. Indagatio Didactica, 6(1), 254-268.
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82(C), 217-227. doi:10.1016/j.compedu.2014.11.004
Wang, M., Shen, R., Novak, D. y Pan, X. (2009). The impact of mobile learning on students' learning behaviours and performance: report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. doi: 10.1111/j.1467-8535.2008.00846.x
Wash, P. D. (2014). Taking advantage of mobile devices: using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99-101. doi:10.14434.jotlt.v3n1.5016
Wash, P. D. y Freeman, G. G. (2013). BYOD-Engaging students using their own devices. National Social Science Technology Journal, 3(1). Recuperado de
https://www.nssa.us/tech_journal/volume_3-1/vol3-1_article8.htm
Blasco, D. (2016). Student’s attitudes toward integrating mobile technology into translation activities. International Journal on Integrating Technology in Education, 5(1), 1-11. doi:10.5121/ijite.2016.5101
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B. y Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110. doi:10.1016/j.compedu.2012.10.019
Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Diáz, M. T. e Yñiguez, R. (2016). Measuring the effect of ARS on academic performance: a global meta-analysis. Computers & Education, 96(C), 109-121. doi:10.1016/j.compedu.2016.02.007
Choudhury, N., Venkatesh, T., Bhattacharya, S. y Sarma, S. (2016). Avabodhaka: a system to analyse and facilitate interactive learning in an ICT based system for large classroom. Procedia Computer Science, 84, 160-168. doi:10.1016/j.procs.2016.04.082
Cochrane, T. D., Antonczakb, L., Keeganc., H. y Narayana, V. (2014). Riding the wave of BYOD: developing a framework for creative pedagogies. Research in Learning Technology, 22. doi: 10.3402/rlt.v22.24637
Cubric, M. y Jefferies, A. (2015). The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups. Computers & Education, 87(C), 98-111. doi:10.1016/j.compedu.2015.04.004
Dakka, S. M. (2015). Using Socrative to enhance in-class student engagement and collaboration. International Journal on Integrating Technology in Education, 4(3), 13-19. doi:10.5121/ijite.2015.4302
Debuse, J. y Lawley, M. (2016). Benefits and drawbacks of computer-based assessment and feedback systems: student and educator perspectives. British Journal of Educational Technology, 47(2), 294-301. doi:10.1111/bjet.12232
Dervan, P. (2014). Enhancing In-class student engagement using Socrative (an online student response system): a report. The All Ireland Journal of Teaching & Learning in Higher Education, 6(3), 1801-1813.
Domínguez, A., Saenz-de-Navarrete, J., de Marcos, L., Fernández-Sanz, L., Pagés, C. y Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: practical implications and outcomes. Computers & Education, 63, 380-392. doi:10.1016/j.compedu.2012.12.020
Fowler, F. J. (2014). Survey research methods (5th ed.). Los Ángeles, CA: Sage.
Frías, M. V., Arce, C. y Flores-Morales, P. (2016). Uso de la plataforma socrative.com para alumnos de Química General. Educación Química, 27(1), 59-66. doi:10.1016/j.eq.2015.09.003
González-Fernández, N. y Salcines-Talledo, I. (2015). El smatphone en los procesos de enseñanza-aprendizaje-evaluación en Educación Superior. Percepciones de docentes y estudiantes. Relieve, 21(2). doi:10.7203/relieve.21.2.7480
Hadiri, Y. (2015, enero). Instructional design project: click it to check it. Socrative for student assessment in higher education. Documento presentado en The Technology, Colleges, and Community Worldwide Online Conference. Recuperado de http://hdl.handle.net/10125/35948
Haintz, C., Pichler, K. y Ebner, M. (2014). Developing a web-based question-driven audience response system supporting BYOD. Journal of Universal Computer Science, 20(1), 39-56. doi:10.3217/jucs-020-01-0039
Hanus, M. D. y Fox, J. (2015). Assesing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computer y Education, 80(C), 152-161. doi:10.1016/j.compedu.2014.08.019
Hunsu, N. J., Adesope, O. y Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education, 94, 102-119. doi:10.1016/j.compedu.2015.11.013
Kaya, A. y Balta, N. (2016). Taking advantages of technologies : using the Socrative in english language teaching classes. International Journal of Social Sciences y Educational Studies, 2(3), 4-12.
Kim, D., Rueckert, D., Kim, D.-J., y Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning y Technology, 17(3), 52-73. Recuperado de http://www.lltjournal.org/item/2825
Looi, C.-K., Sun, D., Seow, P. y Chia, G. (2014). Enacting a technology-based science curriculum across a grade level: the journey of teachers’ appropriation. Computers & Education, 71, 222-236. doi:10.1016/j.compedu.2013.10.006
Ohashi, L. (2015). Enhancing EFL writing courses with the online student response system Socrative. Kokusaikeiei Bunkakenkyu, Cross-cultural Business and Cultural Studies, 19(1), 135-145.
Pettit, R. K., Mccoy, L., Kinney, M. y Schwartz, F. N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC Medical Education, 15(1), 1-15. doi:10.1186/s12909-015-0373-7
Quiroga, M. A., Fernández, J., Escorial, S., Merino, M. D. y Privado, J. (2016). Uso de móviles y tabletas para la evaluación de los conocimientos adquiridos: hagamos asequible la evaluación continua (2a. Fase) (Informe del proyecto de Innovación Docente No. 30). Madrid: UCM. Recuperado de https://eprints.ucm.es/34893/
Seco, C. y Cardoso, T. (2015). Questionários sistemáticos e smartphone: ferramentas de avaliação pedagógica? [Cuestionarios sistemáticos y smartphone: ¿herramientas de evaluación pedagógica?]. Revista de estudios e investigación en Psicología y Educación, Extr.(13), 158-162. doi:10.17979/reipe.2015.0.13.489
Stowell, J. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82(C), 329-334. doi:10.1016/j.compedu.2014.12.008
Trindade, J. (2014). Promoção da interatividade na sala de aula com Socrative: estudo de caso [Promoción de la interactividad en el aula con Socrative: estudio de caso]. Indagatio Didactica, 6(1), 254-268.
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82(C), 217-227. doi:10.1016/j.compedu.2014.11.004
Wang, M., Shen, R., Novak, D. y Pan, X. (2009). The impact of mobile learning on students' learning behaviours and performance: report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. doi: 10.1111/j.1467-8535.2008.00846.x
Wash, P. D. (2014). Taking advantage of mobile devices: using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99-101. doi:10.14434.jotlt.v3n1.5016
Wash, P. D. y Freeman, G. G. (2013). BYOD-Engaging students using their own devices. National Social Science Technology Journal, 3(1). Recuperado de
https://www.nssa.us/tech_journal/volume_3-1/vol3-1_article8.htm
Downloads
-
HTML
-
PDF
-
XMLSPANISH 112
Article abstract page views: 12721
Published
2019-03-05
