M. Blanco Diaz 1, A.M. Rodriguez Rodriguez 1, P. Lopez Diaz 1, M. De la Fuente Costa 1, I. Escobio Prieto 2, B. Pérez Dominguez 3, J. Casaña Granell 3

1University of Oviedo (SPAIN)
2University of Sevilla (SPAIN)
3University of Valencia (SPAIN)
The transformation of university education has switched in recent years from a teacher-centered model and in their face-to-face lessons to a model adapted to the European Higher Education Area (EHEA), which is based on the skills acquisition by the students. This transformation implies the necessity of reorganizing the academic activity and the use of new teaching tools, such as active learning methodologies, which are more aligned with current demands. At a time of online teaching caused by COVID-19, after a year of epidemic, and based on the current circumstances of low attendance in university classrooms, the methodological characteristics of degree programs motivate the need to establish new forms and processes of evaluation, different from the traditional ones and more in line with online teaching. The use of these tools and new evaluation processes forces teachers to increase their training in didactics, master active learning methodologies and organize their teaching work, taking into account that the student must become essential as a complement to new forms of teaching, due the teaching with a traditional exam model does not correspond to them.

Active methodologies, in this case focused on evaluation, should be implemented to obtain effects in teaching, both in undergraduate and graduate teaching, allowing the acquisition of skills and not only knowledge, with the aim of achieving an improvement in the academic performance and in the development of the basic competences of the student. It also promotes teaching innovation in the technological field related to online teaching and the incorporation of technological tools and activities in which new resources are integrated.

The objective of this descriptive study was to evaluate the use of gamification as an evaluation tool instead of traditional methodologies in the Physical Therapy Degree Program. To carry it out, a test was performed by last year students of the Degree in Physiotherapy using multimedia digital tools based on gamification, through questionnaires with question-answer formats through the integrated use of open, free and online tools such as Teams, Google Classroom, Educaplay and Quizzizz.

Data were collected on learning effectiveness, experience quality, student personal appraisal and academic performance. The obtained result was a positive evaluation in terms of all the aspects consulted, highlighting the dynamism and motivation that it generates among students when reviewing the different subjects and the knowledge acquired during undergraduate university studies. These tools are necessary in the Covid-19 times in which the student must obtain autonomous learning experiences due to the limited physical presence of the moment.