Abstract
The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.
Highlights
Clickers have become a very common tool in educational contexts since they offer several advantages while increasing students’ interest
The range of uses of clickers, and Socrative in particular, should not be limited to lectures, as other session types and activities can benefit from the incorporation of this tool
Socrative and other clickers provide gamification elements such as points or leaderboards, but deliberately including them in the activity design is a basic requirement in order for an activity to qualify as gamified
Summary
Clickers have become a very common tool in educational contexts since they offer several advantages while increasing students’ interest. They are Personal Response Systems (PRS) that provide instant feedback and can be used in the classroom to assess students’ opinions, to encourage interaction or just to keep attention during long lectures. PRS hardware such as remote devices, different applications have been designed to function as clickers, as BYOD (Bring Your Own Device) practice [1], which makes the experience easier to carry out in most educational contexts where tablets, PCs or smartphones are not scarce among students. Technology use usually correlates with an increase in student engagement [3] and, these tools can be a successful way to increase students’ performance while engaging them in the learning process [4,5,6]
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