在高等教育中利用交互式应用程序作为教育工具:来自教师和学生的视角以及对学术成果的分析

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Education for Chemical Engineers Pub Date : 2023-10-05 DOI:10.1016/j.ece.2023.10.001
Miguel Martín-Sómer , Cintia Casado , Gema Gómez-Pozuelo
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引用次数: 0

摘要

我们的学生属于高度数字化的一代,他们可以轻松快速地获取信息。他们依赖技术,很快就会感到无聊。关于是否需要重新考虑我们的教学方法以吸引学生的注意力,目前正在进行一场辩论。本研究就在线教学及其对大学教育的影响对学生和教师进行了调查。此外,它还探讨了在教育中整合交互式应用程序的相关问题。这些应用程序被认为是对抗学生无聊感和兴趣的重要工具。它们还使教师能够获得有价值的反馈,教育工作者在调查中强调了这一点至关重要。在这种背景下,我们在西班牙一所大学的化学工程项目中进行了一项研究。我们研究了四种不同的交互式应用程序(Kahoot!、Woolap、Classflow、Moodle)的使用情况,并将结果与前几年仅使用其中一种应用程序的结果进行了比较。这项研究旨在确定使用多个应用程序如何通过避免单调性来提高学生的参与度,从而提高学习成绩。
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Utilising interactive applications as educational tools in higher education: Perspectives from teachers and students, and an analysis of academic outcomes

Our students belong to a highly digitised generation with easy and rapid access to information. They are dependent on technology and tend to become bored quickly. There is an ongoing debate regarding the need to reconsider our teaching methods in order to capture the attention of our students. This study surveyed both students and teachers on the subject of online teaching and its impact on university education. Additionally, it explored issues related to integrating interactive applications in education. These applications are considered essential tools in combating student boredom and disinterest. They also enable teachers to receive valuable feedback, which was highlighted as critically important by educators in the survey.

In this context, we conducted a study within a chemical engineering program at a Spanish university. We examined the use of four different interactive applications (Kahoot!, Wooclap, Classflow, Moodle) and compared the results with those from previous years when only one of these applications was employed. This study aimed to determine how using multiple applications led to increased student participation, driven by avoiding monotony, resulting in improved academic performance.

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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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