Resumen:
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 e ective means of
providing formative feedback and may actually save time during lessons.
