| Título |
Effectiveness of mobile devices as audience response systems in the chemistry laboratory classroom |
| Autores |
Santos, Jenifer , PARODY NÚÑEZ, MARÍA LUISA, CEBALLOS GONZÁLEZ, MANUEL, Alfaro, Maria C. , Trujillo-Cayado, Luis A. |
| Publicación externa |
No |
| Medio |
Comput. Appl. Eng. Educ. |
| Alcance |
Article |
| Naturaleza |
Científica |
| Cuartil JCR |
4 |
| Cuartil SJR |
1 |
| Impacto JCR |
0.85600 |
| Impacto SJR |
0.39500 |
| Web |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060924871&doi=10.1002%2fcae.22098&partnerID=40&md5=cdf5d05f78f14a8c1224459678a630a9 |
| Fecha de publicacion |
01/05/2019 |
| ISI |
000472002200004 |
| Scopus Id |
2-s2.0-85060924871 |
| DOI |
10.1002/cae.22098 |
| Abstract |
Pedagogical innovation involving smartphone technology may offer teachers the opportunity to create an environment of engaging learning in laboratories. In this paper, we outline how to use Socrative Student Response by Mastery Connect, a variation of a real-time audience response system. We hypothesized that using this application as an audience response system can enhance learning and identify student knowledge gaps in chemistry laboratory classes. In order to explore the relationships among factors and the educational effectiveness of Socrative, data from a graduate-level chemistry course students were investigated. Before and after laboratory classes, experimental subjects completed an audience response system quiz using Socrative application in their mobile devices. Students felt that the method enhanced their learning process whereas teachers reported that it improved academic performance and the relationships between teachers and students. Socrative can be considered as a powerful tool to dynamize and evaluate chemistry laboratory practices. |
| Palabras clave |
audio response system; information and communication technologies; mobile application; Smartphone; teaching innovation |
| Miembros de la Universidad Loyola |
|
Gestionar cookies