Genially as an Effective Resource to Improve the Dynamics and Motivation in the Chemical Engineering Degree

Abstract

Reinforcing and maintaining an adequate dynamic in the classroom is a key aspect of the teaching–learning process. This work reports the use of Genially software aimed at improving students’ motivation and engagement within the course of Gaseous Effluent Treatment Technologies in the Chemical Engineering Degree. The evaluation of the implemented modifications was carried out through two different mechanisms to get the students’ opinions about the innovation: (i) the development of a specific survey instrument; (ii) the analysis of the activity scores achieved during the practical lessons. The results suggested that this proposal was favorably accepted by the students (with an acceptance rate above 95%, as shown by the answers from the specific survey), besides increasing the scores directly related to the topics in which it was applied (ca. 13% compared to the average values of the four precedent academic years). However, it should be remarked that there was certain reticence (around 20% of students expressed their disagreement) to be evaluated by their peers. Overall, the students were satisfied with the workload that this new methodology entailed and stated that both the debate and the immediate feedback helped to reinforce the concepts described during the theory lessons within the context of the Chemical Engineering Degree program.