Miguel Martín-Sómer , Cintia Casado , Gema Gómez-Pozuelo
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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.
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