University Students’ Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology

Víctor H. Perera,Carlos Hervás-Gómez

doi:10.12973/eu-jer.10.2.1009

Abstract

<p style="text-align:justify">The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.</p>

Highlights

At the present time, we are living through a digital era in which information and communication technologies are shaking and modifying every field of human existence, and education is not an exception
The reviewed studies show the need for delving into the perceptions and valuations of students who have experienced the use of these student response system (SRS) systems in learning activities and knowledge assessments, in order to identify new variables that foster the benefits of using these systems in educational contexts and determine the effects of new factors that develop the methodological potential of these tools
The most relevant conclusions of this study are in line with the results obtained by Quiroga-Estévez et al (2015), who support the implementation of Socrative as a system of learning and knowledge assessment in the teaching methodology due to their numerous benefits and pedagogical implications

Summary

Introduction

We are living through a digital era in which information and communication technologies are shaking and modifying every field of human existence, and education is not an exception. The evolutionary development of these emerging technologies toward mobile electronic devices with wireless connectivity and their wide field of application are generating new tendencies of educational uses with unpredictable consequences that need to be studied. In this sense, in the past decade, a large number of published studies described the effects that emerging educational technology has had on teaching and learning processes, creating teaching methods and pedagogical conceptions that are more in line with our current educational reality (Cukurova & Luckin, 2018; Odabasi et al, 2019). Several authors assert that the pedagogical orientations of educators influence their teaching methods, and the ways in which they integrate technology in the classroom and their interaction with the students (Al-Hamad et al, 2020; Gilakjani, 2017; Santos et al, 2019)

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