Abstract:

Technological advances and changes in teaching methods have forced learning institutions to adapt quickly. These changes have reached teachers, especially in universities. Methodologies used in the classroom, like essential tools in the teaching-learning process, have been modified and adapted to this new area. This has led to the use of online platforms, such as Socrative, as complementary tools in master classes. Socrative is a technological tool that generates activities to encourage active participation in the classroom, increasing students’ motivation and participation in the teaching-learning process.
Since the platform was released in 2011, many studies have been published on the effect of using Socrative in primary and secondary schools, and higher education, but so far, there has been no systematic analysis of the results. This research paper presents the outcomes of a literature review on the effect of using Socrative for learning. In particular, it investigates how Socrative affects teachers' and students' perceptions and attitudes, attendance, learning performance, classroom dynamics, and students' anxiety.
The literature review, which includes the main academic journals, concluded that Socrative has a positive influence on several aspects of the teaching-learning process. However, there are also studies where Socrative has scant or no influence. This review provides researchers with a structure to identify the benefits and disadvantages of including Socrative in master classes. The general findings indicate that students responded favourably to using this tool in the classroom as a method to support the teaching-learning process.

Keywords:

Socrative, Literature review, Game-based learning, Engagement, Classroom dynamics