Effects of the use of ICT on learning assessment
Impact of an electronic voting system
DOI:
https://doi.org/10.37467/revhuman.v11.3951Keywords:
Electronic voting system, ITC, Teaching, Academic performance, Learning activities, Evaluation, University educationAbstract
We used a gamification tool, an electronic voting system, in a university-level subject. We analyzed whether the use of this tool in the continuous assessment activities had an impact on the teaching-learning process, specifically, on the results of the final exam. To this end, we collected data on student characteristics potentially influencing academic performance, which we studied by applying descriptive and inferential data analysis techniques. The result shows that students can increase their score by almost 2 points, depending on their correct answer ratio with the electronic voting system.
References
Agudo-Garzón, J. E., Hernández-Linares, R., Rico-García, M., y Sánchez-Santamaría, H. (2014). Seguimiento y autoevaluación en el aula universitaria con una Tablet PC. Revista complutense de la educación 25 (2), pp. 185-210. https://doi.org/10.5209/rev_rced.2014.v25.n2.41533
Andrés-Fernández, M. A. (2005). Propuesta de indicadores del proceso enseñanza/aprendizaje en la formación profesional en un contexto de gestión de calidad total. Relieve, Revista Electrónica de Investigación y Evaluación Educativa, 11(1), 63-82. https://bit.ly/2CJPwlP
Auras, R. y Bix, L. (2007). Wake up! The effectiveness of a student response system in large packaging classes. Packaging Technology and Science: An International Journal, 20(3), 183-195. https://doi.org/10.1002/pts.753
Barac, M. y Pardo-García, C. (2015). Uso de los clickers en asignaturas con características docentes diferentes: motivación y evaluación del alumnado, IV jornades IDES 2015. https://bit.ly/2OVs9bj
Barber, M. y Njus, D. (2007). Clicker evolution: seeking intelligent design. CBE—Life Sciences Education, 6(1), 1-8. https://doi.org/10.1187/cbe.06-12-0206
Bergstrom, T. C. (2009). Teaching economic principles interactively: a cannibal‘s dinner party. Journal of Economic Education, 40(4), 366-384, https://doi.org/10.1080/00220480903237935
Bezanilla, M. J., Arranz, S., Rayón, A., Rubio, I., Menchaca, I., Guenaga, M., y Aguilar, E. (2014). Propuesta de evaluación en competencias genéricas mediante un juego serio. New Approaches in Educational Research, 3(1), pp. 44-54. https://doi.org/10.7821/naer.3.1.42-51
Bojinova, E., y Oigara, J. (2013). Teaching and learning with clickers in higher education, International Journal of Teaching and Learning in Higher Education, 25(2), 154-165. https://bit.ly/2D5p3ie
Brouhle K. (2011). Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers, The Journal of Economic Education, 42(4), 395-404. https://doi.org/10.1080/00220485.2011.606093
Caballer-Tarazona, M. y Pardo-García, C. (2014). Statistics continuous assessment through an activity using an interactive voting system, Edulearn 14, 2939-2944. IATED.
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE—Life Sciences Education, 6(1), 9-20. https://doi.org/10.1187/cbe.06–12–0205
Camacho-Miñano, M. y del-Campo, C. (2016). Useful interactive teaching tool for learning: clickers in higher education, Interactive Learning Environments, 24(4), 706-723. https://doi.org/10.1080/10494820.2014.917108
Castilla, G., Romana, M. G., y López-Terradas, B. (2013). Concursando en el aula: la gamificación mediante quiz-show como herramienta de dinamización docente. X Jornadas Internacionales de Innovación Universitaria. Educar para transformar. https://bit.ly/39syl3W
Casasús, T., Ivars, A., y López-Rodríguez, M. I. (2018). Present and future of the e-learning in economics schools and faculties. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 44–64. https://doi.org/10.4995/muse.2018.9777
Castillo‐Manzano, J. I., Castro‐Nuño, M., Sanz Díaz, M. T., y Yñiguez, R. (2016). Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education. British Journal of Educational Technology, 47(4), 710-720. https://doi.org/10.1111/bjet.12258
Cortizo-Pérez, J. C., Carrero-García, F. M., Monsalve-Piqueras, B., Velasco-Collado, A., Díaz-del-Dedo, L. I., y Pérez-Martín, J. (2011). Gamificación y docencia: lo que la universidad tiene que aprender de los videojuegos. VIII Jornadas Internacionales de Innovación Universitaria. Retos y oportunidades del desarrollo de los nuevos títulos en educación superior. https://bit.ly/3hxHcUT
Fang, N. (2009). Electronic classroom response system for an engineering dynamics course: student satisfaction and learning outcomes. The International journal of engineering education, 25(5), 1059-1067.
García-Martín, S. y Cantón-Mayo, I. (2019). Uso de tecnologías y rendimiento académico en estudiantes adolescentes. [Use of technologies and academic performance in adolescent students]. Comunicar, 59, 73-81. https://doi.org/10.3916/C59-2019-07
Green, A. (2016). Significant returns in engagement and performance with a free teaching app, The Journal of Economic Education, 47(1), 1-10. https://doi.org/10.1080/00220485.2015.1106359
Guerra, S., González, N., y García, R. (2010). Utilización de las TIC por el profesorado universitario como recurso didáctico. [Study on the Use of ICT as Teaching Tools by University Instructors]. Comunicar, 35, 141-148. https://doi.org/10.3916/C35-2010-03-07
Halpern, D., Piña, M., y Gunckel, C. O. (2020). El rendimiento escolar: Nuevos recursos multimedia frente a los apuntes tradicionales. [School performance: New multimedia resources versus traditional notes]. Comunicar, 64, 39-48. https://doi.org/10.3916/C64-2020-04
Hassanin, H., Essa, K., El-Sayed, M. A., y Attallah, M. M. (2016). Enhancement of student learning and feedback of large group engineering lectures using audience response systems. Journal of Materials Education, 38(5-6), 175-190. https://bit.ly/2OV7fJm
Keough, S. M. (2012). Clickers in the classroom: a review and a replication. Journal of Management Education, 36(6), 822-847. https://doi.org/10.1177/1052562912454808
King, D. B. y Joshi, S. (2008). Gender differences in the use and effectiveness of personal response devices. Journal of Science Education and Technology, 17(6), 544-552. https://doi.org/10.1007/s10956-008-9121-7
Kühbeck, F., Engelhardt, S., y Sarikas, A. (2014). OnlineTED. com-a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance. GMS Zeitschrift für Medizinische Ausbildung, 31(1). https://doi.org/10.3205/zma000897
Latorre, A., Del Rincón, D y Arnal, J. (2003). Bases metodológicas de la investigación educativa. Barcelona: Ediciones Experiencia.
Laxman, K. (2011). A study on the adoption of clickers in higher education. In Hong, K. S. & Lai, K. W. (Eds), ICT for accessible, effective and efficient higher education: Experiences of Southeast Asia. Australasian Journal of Educational Technology, 27(Special issue, 8), 1291-1303. https://doi.org/10.14742/ajet.894
López-Rodríguez, M.I., y Barac, M. (2016). Uso de los clickers en una asignatura de diseño de experimentos. V Jornades IDES 2016. https://bit.ly/3PQlpsP
López-Rodríguez, M.I., y Barac, M. (2019). Valoración del alumnado sobre el uso de Clickers y vídeo tutoriales en educación superior. Research in Education and Learning Innovation Archives, 22,19-34. https://doi.org/10.7203/realia.22.14582
López-Rodríguez, M. I., Palací, D., y Palací, J. (2015a). Quantitative subjects in master studies: detection of weaknesses and proposed solution. ICERI 2015. IATED.
López-Rodríguez, M. I., Palací, J., y Palací, D. (2015b). Use of ICTs in degree studies: a descriptive analysis. ICERI 2015. IATED.
López-Rodríguez, M. I., Palací, J., y Palací, D. (2016). Application of ICTs in the analysis of grade students’ perception and preparation. INTED 2016. IATED.
Marín-Díaz, V. (2015). La gamificación educativa. Una alternativa para la enseñanza creativa. Digital Education Review, 27.
Marín-Jiménez, A. E., Montejo-Gámez, J., y Campaña-Gómez, J. R. (2016). Una propuesta para el refuerzo de conceptos matemáticos a través de Kahoot!. Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), 3. https://bit.ly/2WS4jSl
Marrero, M. I. (2011). Los clickers en el aula de matemáticas. Números. Revista de Didáctica de las Matemáticas, 76, 157-166. https://bit.ly/39BTt8l
Martyn, M. (2007). Clickers in the classroom: An active learning approach. Educause quarterly, 30(2), 71. https://bit.ly/2WSD8qF
McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., y McVay, A. (2012). A literature review of gaming in education. Gaming in education, 1-36. https://bit.ly/2WWlnXs
Newland, S. A. y Black, B. (2020). More than multiple choice: A toolbox for incorporating clickers into political science courses. Journal of Political Science Education, 16(2), 158-175. https://doi.org/10.1080/15512169.2018.1544906
Núñez, J. C., Vallejo, G., Rosário, P., Tuero, E., y Valle, A. (2014). Variables del estudiante, del profesor y del contexto en la predicción del rendimiento académico en Biología: análisis desde una perspectiva multinivel. Revista de Psicodidáctica, 19(1), 145-172. doi: 10.1387/RevPsicodidact.7127
Palací, D., Palací, J., y López-Rodríguez, M.I. (2012). Evaluation of the effectiveness of innovating pedagogical tools in projects or educative innovation. INTED 2012. IATED.
Pintor-Holguín, E., Gargantilla-Madera, P., Herreros-Ruiz-Valdepeñas, B., y López-del-Hierro, M. (2014). Kahoot en docencia: una alternativa practica a los clickers. XI Jornadas Internacionales de Innovación Universitaria. Educar para transformar. https://bit.ly/2WTzlZV
Rodríguez-Gómez, D., Castro, D., y Meneses, J. (2018). Usos problemáticos de las TIC entre jóvenes en su vida personal y escolar. [Problematic uses of ICT among young people in their personal and school life]. Comunicar, 56, 91-100. https://doi.org/10.3916/C56-2018-09
Romero, R., y Zúnica, L. (2008). Métodos estadísticos en ingeniería. Editorial: UPV. Valencia. https://bit.ly/3eVPWm7
Rosario, P., Mourão, R., Baldaque, M., Nunes, T., Nuñez, J. C., González-Pienda, J. S., Cerezo, R., y Valle, A. (2009). Tareas para casa, autorregulación del aprendizaje y rendimiento en matemáticas. Revista de Psicodidáctica, 16(1), 179-192. https://bit.ly/39oQ7Fv
Salmerón, L., y Delgado, P. (2019). Critical analysis of the effects of the digital technologies on reading and learning / Análisis crítico sobre los efectos de las tecnologías digitales en la lectura y el aprendizaje. Culture and Education, 31(3), 465-480, https://doi.org/10.1080/11356405.2019.1630958
Staveley-O‘Carroll, J. (2016). A classroom market for extra credit: A semester-long experiment. The Journal of Economic Education, 47(4), 324-337. https://doi.org/10.1080/00220485.2016.1213681
Valverde Berrocoso, J., Fernández Sánchez, M. R., y Revuelta Domínguez, F. I. (2013). El bienestar subjetivo ante las buenas prácticas educativas con TIC: su influencia en profesorado innovador. Educación XX1, 16(1), 255-280. https://doi.org/ 10.5944/educxx1.16.1.726
Van-Roy, R. y Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297. https://doi.org/10.1016/j.compedu.2018.08.018
Zhonggen, Y. (2020). Clickers: student response systems in education. In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom (pp. 225-238). IGI Global. https://doi.org/10.4018/978-1-7998-0238-9.ch015
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
