logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
pre service teacher education students perceptions mobile learning socrative active methodologies

University Students’ Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology

Víctor H. Perera , Carlos Hervás-Gómez

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was .

T

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.

Keywords: Pre-service teacher education, students’ perceptions, mobile learning, socrative, active methodologies.

cloud_download PDF
Cite
Article Metrics
Views
615
Download
879
Citations
Crossref
5

Scopus
10

References

Abdulla, M. H. (2018). The use of an online student response system to support learning of Physiology during lectures to medical students. Education and Information Technologies23(6), 2931–2946. https://doi.org/10.1007/s10639-018-9752-0

Al-Hamad, N. Q., AlHamad, A. Q., & Al-Omari, F. A. (2020). Smart devices employment in teaching and learning: Reality and challenges in Jordan universities. Smart Learning Environments, 7(5), 1–15. https://doi.org/10.1186/s40561-020-0115-0

Aljaloud, A. S., Billingsley, W., & Kwan, P. (2019a). Factors that influence teachers’ decisions to use smartphone clicker apps to enhance teacher-student interactions in university classrooms in Saudi Arabia. Learning: Research and Practice5(1), 67–86. https://doi.org/10.1080/23735082.2018.1459802

Aljaloud, A. S., Gromik, N., Kwan, P., & Billingsley, W. (2019b). Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance. Australasian Journal of Educational Technology, 35(1), 85–99. https://doi.org/10.14742/ajet.3340

Al Sunni, A., & Latif, R. (2020). Determining the effectiveness of a cell phone-based student response system. Journal of Taibah University Medical Sciences15(1), 59–65. https://doi.org/10.1016/j.jtumed.2019.12.002

Arpaci, I. (2015). A comparative study of the effects of cultural differences on the adoption of mobile learning. British Journal of Educational Technology, 46(4), 699–712. https://doi.org/10.1111/bjet.12160

Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: do points affect test performance? Computers & Education83, 57–63. https://doi.org/10.1016/j.compedu.2014.12.012

Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2014). Using Socrative and smartphones for the support of collaborative learning. International Journal on Integrating Technology in Education3(4), 17–24. https://doi.org/10.5121/ijite.2014.3402

Balta, N., Perera, V. H., & Hervás-Gómez, C. (2018). Using socrative as an online homework platform to increase students’ exam scores. Education and Information Technologies23(12), 837–850. https://doi.org/10.1007/s10639-017-9638-6

Balta, N., & Tzafilkou, K. (2019). Using Socrative software for instant formative feedback in physics courses. Education and Information Technologies, 24(1), 307–323. https://doi.org/10.1007/s10639-018-9773-8

Blasco, D. (2016). Student’s attitudes toward integrating mobile technology into translation activities. International Journal on Integrating Technology in Education5(1), 1–11. https://doi.org/10.5121/ijite.2016.5101

Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Diáz, M. T., & Yñiguez, R. (2016). Measuring the effect of ARS on academic performance: A global meta-analysis. Computers & Education96, 109–121. https://doi.org/10.1016/j.compedu.2016.02.007

Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning30(1), 82–96. https://doi.org/10.1111/jcal.12036

 Çetin, E., & Solmaz, E. (2020). Gamifying the 9 events of instruction with different interactive response systems: The views of social sciences teacher candidates. Malaysian Online Journal of Educational Technology8(2), 1–15. https://doi.org/10.17220/mojet.2020.02.001

 Chang, C. Y., & Hwang, G. J. (2019). Trends in digital game-based learning in the mobile era: a systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organisation, 13(1), 68–90. https://doi.org/10.1504/IJMLO.2019.096468

Chicca, J., & Shellenbarger, T. (2018). Connecting with Generation Z: approaches in nursing education. Teaching and Learning in Nursing13(3), 180–184. https://doi.org/10.1016/j.teln.2018.03.008

Cochrane, T. D., Antonczakb, L., Keeganc., H., & Narayana, V. (2014). Riding the wave of BYOD: Developing a framework for creative pedagogies. Research in Learning Technology22, 1–14. https://doi.org/10.3402/rlt.v22.24637

Costa, R. S., Medrano, M. M., Ostáriz, P. L., & Moreno-Guerrero, A. J. (2020). How to teach pre-service teachers to make a didactic program? The collaborative learning associated with mobile devices. Sustainability, 12(9), 1–17. https://doi.org/10.3390/su12093755

Cukurova M., & Luckin R. (2018) Measuring the Impact of Emerging technologies in Education: a pragmatic approach. In J. Voogt, G. Knezek, R. Christensen & K. W. Lai (Eds.), Second Handbook of Information Technology in Primary and Secondary Education. Springer. https://doi.org/10.1007/978-3-319-53803-7_81-1

Dabbagh, N., Fake, H., & Zhang, Z. (2019). Student perspectives of technology use for learning in higher education. Revista Iberoamericana de Educación a Distancia/ Ibero-American Journal of Distance Education, 22(1), 127–152. https://doi.org/10.5944/ried.22.1.22102

Dakka, S. M. (2015). Using Socrative to enhance in-class student engagement and collaboration. International Journal on Integrating Technology in Education4(3), 13–19. https://doi.org/10.5121/ijite.2015.4302

De-Marcos, L., García-López, E., & García-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: comparing educational gaming, gamification & social networking. Computers & Education, 95, 99–113. https://doi.org/10.1016/j.compedu.2015.12.008

Fabian, K., & Topping, K. J. (2019). Putting “mobile” into mathematics: results of a randomised controlled trial. Contemporary Educational Psychology59, 1–12. https://doi.org/10.1016/j.cedpsych.2019.101783

Feraco, T., Casali, N., Tortora, C., Bon, C. D., Accarrino, D., Meneghetti, C., & Lorusso, M. L. (2020). Using mobile devices in teaching large university classes: how does it affect exam success ? Frontiers in Psychology, 11, 1–7. https://doi.org/10.3389/fpsyg.2020.01363

Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students’ motivation, engagement and learning in an educational game. Computers & Education75, 136–148. https://doi.org/10.1016/j.compedu.2014.02.008

Fitzpatrick, K. A., Finn, K. E., & Campisi, J. (2011). Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum. Advances in Physiology Education35(3), 280–289. https://doi.org/10.1152/advan.00036.2011

Gallardo-Echenique, E. E. (2012) Hablemos de estudiantes digitales y no de nativos digitales [Let's talk about digital learners and not digital natives]. Revista de Ciències de l’Educació/ Journal of Education Science, 1, 7–21. https://doi.org/10.17345/ute.2012.1.595

Gilakjani, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95–106. https://doi.org/10.5539/ijel.v7n5p95

 Gómez-Espina, R., Rodríguez-Oroz, D., Chávez, M., Saavedra, C., & Bravo, M. (2020). Assessment of the Socrative platform as an interactive and didactic tool in the performance improvement of STEM university students. Higher Learning Research Communications, 9(2), 1–18. https://doi.org/10.18870/hlrc.v9i2.452

 Haintz, C., Pichler, K., & Ebner, M. (2014). Developing a web-based question-driven audience response system supporting BYOD. Journal of Universal Computer Science20(1), 39–56. https://doi.org/10.3217/jucs-020-01-0039

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019

Hegarty, B., & Thompson, M. (2019). A teacher’s influence on student engagement: using smartphones for creating vocational assessment eportfolios. Journal of Information Technology Education: Research, 18, 113–139. https://doi.org/10.28945/4244

Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. W. (2016). Engaging asian students through game mechanics: findings from two experiment studies. Computers & Education92-93, 221–236. https://doi.org/10.1016/j.compedu.2015.10.010

Huizenga, J., Admiraal, W., Dam, G. T., & Voogt, J. (2019). Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes. Computers in Human Behavior, 99, 137–143. https://doi.org/10.1016/j.chb.2019.05.020

Hunsu, N. J., Adesope, O., & Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education94, 102–119. https://doi.org/10.1016/j.compedu.2015.11.013

Hwang, G. -J., & Chen, P. –Y. (2019). Effects of a collective problem solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1568263

Jahnke, I., & Liebscher, J. (2020). Three types of integrated course designs for using mobile technologies to support creativity in higher education. Computers & Education146, 117. https://doi.org/10.1016/j.compedu.2019.103782

Kim, H. J., Yi, P., & Hong, J. I. (2020). Students’ academic use of mobile technology and higher-order thinking skills: The role of active engagement. Education Sciences, 10(3), 115. https://doi.org/10.3390/educsci10030047

Klarić, Š., Hadžiahmetović, H., Novoselović, D., & Havrlišan, S. (2019). Implementation and comparative analysis of mobile phone application for learning and teaching in mechanical engineering education. Tehnicki Vjesnik/ Technical Journal, 26(4), 1176–1181. https://doi.org/10.17559/TV-20180920024253

Klimova, B. (2019). Impact of mobile learning on students. Education Sciences, 9(2), 18. https://doi.org/https://doi.org/10.3390/educsci9020090

Lim, G., Shelley, A., & Heo, D. (2019). The regulation of learning and co-creation of new knowledge in mobile learning. Knowledge Management & E-Learning, 11(4), 449–484. https://doi.org/10.34105/j.kmel.2019.11.024

Lindell, T. L. (2020). Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas. Education and Information Technologies25, 3759–3778. https://doi.org/10.1007/s10639-020-10138-y

McEnroe-Petitte, D., & Farris, C. (2020). Using gaming as an active teaching strategy in nursing education. Teaching and Learning in Nursing15(1), 61–65. https://doi.org/10.1016/j.teln.2019.09.002

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). SAGE Publications.

Mohamad, M., Lestari, D. D., Zahidi, A. M., & Matore, M. E. M. (2019). Socrative in teaching tenses: Indonesian students and lecturers’ perceptions. Creative Education, 10(1), 140–150. https://doi.org/10.4236/ce.2019.101010

Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2020). The effect of feedback on metacognition. A randomized experiment using polling technology. Computers & Education152, 1–21. https://doi.org/10.1016/j.compedu.2020.103885

 Muir, S., Tirlea, L., Elphinstone, B., & Huynh, M. (2020). Promoting classroom engagement through the use of an online student response system: A mixed methods analysis promoting classroom engagement. Journal of Statistics Education28(1), 25–31. https://doi.org/10.1080/10691898.2020.1730733

 Odabasi, M., Uzunboylu, H., Popova, O. V., Kosarenko, N. N., & Ishmuradova, I. I. (2019). Science education and mobile learning: A content analysis review of the web of science database. International Journal of Emerging Technologies in Learning, 14(22), 4–18. https://doi.org/10.3991/ijet.v14i22.11744

Ozdamli, F., & Uzunboylu, H. (2015). M-learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159–172. https://doi.org/10.1111/bjet.12136

Parra-Santos, T., Molina-Jordá, J.-M., Casanova-Pastor, G., & Maiorano-Lauria, L.-P. (2018). Gamification for formative assessment in the framework of engineering learning. In F. J. García-Peñalvo (Ed.), Proceedings of the 6th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2018) (pp. 61-65), Association for Computing Machinery. https://doi.org/10.1145/3284179.3284193

Perera, V. H. y Hervás-Gómez, C. (2019). Percepción de estudiantes universitarios sobre el uso de Socrative en experiencias de aprendizaje con tecnología móvil. Revista Electrónica de Investigación Educativa [Perception of university students on the use of Socrative in learning experiences with mobile technology. Electronic Journal of Educational Research, 21, 1-10. https://doi.org/10.24320/redie.2019.21.e05.1850

Petrucco, C. (2019). Student response systems as a successful tool for formative assessment: students’ perceptions in a university pilot study. Italian Journal of Educational Research, 257–266. https://doi.org/7346/SIRD-1S2019-P257

Pettit, R. K., Mccoy, L., Kinney, M., & Schwartz, F. N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC Medical Education15(1), 1–15. https://doi.org/10.1186/s12909-015-0373-7

Quiroga-Estévez, M. A., Fernández-Sánchez, J., Escorial, S., Merino, M. D., & Privado, J. (2015). Uso de móviles y tabletas para la evaluación de los conocimientos adquiridos: hagamos asequible la evaluación continua (2ª Fase; Proyecto de Innovación y Mejora de la Calidad Docente) [Use of mobiles and tablets for the evaluation of the acquired knowledge: let's make continuous evaluation affordable (2nd Phase; Project for Innovation and Improvement of Teaching Quality)]. UCM's open academic production repository. http://eprints.ucm.es/34893/

Qurat-ul-Ain, Shahid, F., Aleem, M., Arshad Islam, M., Azhar Iqbal, M., & Murtaza Yousaf, M. (2019). A review of technological tools in teaching and learning computer science. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), 1–17. https://doi.org/10.29333/ejmste/109611

Rahmahani, D., & Pranowo, S. (2020). The effect of gamified student response system on students’ perception and achievement. International Journal of Engineering Pedagogy, 10(2), 45–59. https://doi.org/10.3991/ijep.v10i2.11698

Ranieri, M., Raffaghelli, J. E., & Bruni, I. (2018). Game-based student response system: revisiting its potentials and criticalities in large-size classes. Active Learning in Higher Education. Advance online publication. https://doi.org/10.1177/1469787418812667

Santos, J., Parody, L., Ceballos, M., Alfaro, M. C., & Trujillo-Cayado, L. A. (2019). Effectiveness of mobile devices as audience response systems in the chemistry laboratory classroom. Computer Applications in Engineering Education, 27(3), 572–579. https://doi.org/10.1002/cae.22098

Su, C. -H., & Cheng, C. -H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning31(3), 268–286. https://doi.org/10.1111/jcal.12088

Suryasa, W., Zambrano, J. R., Mendoza, J. T., Moya, M. E., & Rodriguez-Gamez, M. (2020). Mobile devices on teaching-learning process for high school level. International Journal of Psychosocial Rehabilitation, 24(4), 330–340. https://doi.org/10.37200/IJPR/V24I4/PR201012

Talan, T. (2020). The effect of mobile learning on learning performance: a meta-analysis study. Educational Sciences: Theory and Practice20(1), 79–103. https://doi.org/10.12738/jestp.2020.1.006

Turan, Z., & Meral, E. (2018). Game-based versus to non-game-based: the impact of student response systems on students’ achievements, engagements and test anxieties. Informatics in Education17(1), 105–116. https://doi.org/10.15388/infedu.2018.07

Vergara, D., Mezquita, J. M., & Gómez Vallecillo, A. I. (2019). Metodología innovadora basada en la gamificación educativa: evaluación tipo test con la herramienta quizizz [Innovative methodology based on educational gamification: Test-type evaluation with the quizizz tool]. Profesorado. Revista de Currículum y Formación de Profesorado/ Faculty. Journal of Curriculum and Teacher Education, 23(3), 363–387. https://doi.org/10.30827/profesorado.v23i3.11232

Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004

Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students' learning behaviours and performance: report from a large blended classroom. British Journal of Educational Technology, 40(4), 673–695. https://doi.org/10.1111/j.1467-8535.2008.00846.x

Wang, Y. -H. (2018). Interactive response system (IRS) for college students: individual versus cooperative learning. Interactive Learning Environments, 26(7), 943–957. https://doi.org/10.1080/10494820.2017.1421563

Wardrip, P. S., Abramovich, S., Kim, Y. J., & Bathgate, M. (2016). Taking badges to school: A school-based badge system and its impact on participating teachers. Computers & Education, 95, 239–253. https://doi.org/10.1016/j.compedu.2016.01.008

Yeong, F. M. (2015). Use of constructed-response questions to support learning of cell biology during lectures. Journal of Microbiology & Biology Education16(1), 87–89. https://doi.org/10.1128/jmbe.v16i1.890

...