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Socrative in higher education

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dc.contributor.author Faya Cerqueiro, Fátima
dc.contributor.author Martín-Macho Harrison, Ana
dc.date.accessioned 2020-07-16T09:25:22Z
dc.date.available 2020-07-16T09:25:22Z
dc.date.issued 2019-07-06
dc.identifier.citation Multimodal technologies and interaction. 2019, 3 (49) 1-19 es_ES
dc.identifier.issn 2414-4088
dc.identifier.uri http://hdl.handle.net/10578/25379
dc.description.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 e ective means of providing formative feedback and may actually save time during lessons. es_ES
dc.format application/pdf es_ES
dc.language.iso en es_ES
dc.publisher Multidisciplinary Ddigital Publishing Institute es_ES
dc.rights info:eu-repo/semantics/openAccess es_ES
dc.subject Socrative es_ES
dc.subject Gamification es_ES
dc.subject Clickers es_ES
dc.subject English language teaching es_ES
dc.subject Higher Education es_ES
dc.subject Formative feedback es_ES
dc.title Socrative in higher education es_ES
dc.title.alternative game vs. other uses es_ES
dc.type info:eu-repo/semantics/article es_ES
dc.identifier.DOI 10.3390/mti3030049


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