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

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