Abstract:

Learning in higher education often faces the challenge of maintaining student engagement and ensuring the retention of complex concepts over time. This problem can be addressed through a spiral learning process supported by digital tools that promote active and student-centred learning. Among these tools, Audience Response Systems (ARS) such as Wooclap offer a promising solution by enabling real-time interaction, feedback, and adaptability in both in-person and online environments. Wooclap transforms mobile devices into educational assets, enhancing attention, participation, and understanding through multiple interactive formats aligned with constructivist learning theories and neuroeducational principles.

This study analyses the implementation of Wooclap across 13 subjects from six undergraduate degrees and one master’s program at the University of València over two academic years (2023/24 and 2024/25). All courses were taught within the Chemical Engineering Department. A total of 629 students participated in 2023/24 and 782 in 2024/25. Student perceptions were evaluated through a standardized survey selected for its efficiency, cost-effectiveness, and simplicity of analysis. The number of responses reached 274 in 2023/24 and 312 in 2024/25, corresponding to participation rates above 60% after accounting for absenteeism.

The proportion of students who had never used Wooclap before decreased from 68% in 2023/24 to 37% in 2024/25, although the tool remains not yet widely adopted, with only 21% reporting frequent use in the last year. Nevertheless, students perceived a better integration of Wooclap into course activities and timing during the second year, increasing from 60% to 74%. Overall, they reported that Wooclap strengthened all three dimensions of the Engaged Learning Index, particularly behavioural and cognitive engagement. Moreover, the mean rating of Wooclap’s characteristics improved from 3.61 in 2023/24 to 3.82 in 2024/25 (Likert scale), and the percentage of good or excellent evaluations of users’ experience rose by 10%. Finally, more than 90% of students in both years recommended the use of Wooclap in other subjects, particularly theoretical ones. These findings indicate that Wooclap is an effective and motivating tool that facilitates student engagement and supports their learning process.

Acknowledgements:
The authors acknowledge the Vice-Rectorate for Continuing Education, Teaching Transformation and Employment of the Universitat de València for the economic and institutional support through the project FRA(IQ) (SFPIE_PIEC_3328944).

Keywords:

Higher education, active learning, audience response systems, Wooclap, chemical engineering.