Universidad de Zaragoza (SPAIN)
About this paper:
Appears in: INTED2022 Proceedings
Publication year: 2022
Pages: 5411-5417
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
doi: 10.21125/inted.2022.1401
Conference name: 16th International Technology, Education and Development Conference
Dates: 7-8 March, 2022
Location: Online Conference
A detailed analysis has been carried out about the use of one information and communication technology (ICT) such as Socrative as an aid in the learning of the theory part of a Chemical Engineering course. The study, analyzing different issues mentioned ahead, includes the results obtained from three groups with around 50 students each in academic year 2020-21, using online teaching due to COVID-19 pandemics restrictions.

Socrative is an easy to use app that allows the student to participate hassle-free in quizzes or surveys, and the teacher to gain immediate feedback about the specific issues covered in the lecture. Taking into account these advantages, different quizzes were prepared by the instructors about the seven theory lessons of the subject’s syllabus and were answered by the students during the course. The main objectives have been to improve students’ academic results favouring continuous learning and increasing student motivation dealing with the difficulties of online learning. In order to achieve this, the possible necessity of an academic stimulus against reluctant involvement was given consideration. The behaviour of each student was analyzed regarding aspects such as the students’ participation in terms of number of quizzes carried out, their opinions and the influence on the final marks obtained. In order to do this, the theory exam is prepared with questions covering all the theory lessons. Marking criteria are used for assessments by the three teachers in order to minimize their effect in the mark obtained by the student. Taking this into account, the possible relationship between the use of Socrative and the marks obtained in the final theory exam can be determined more easily.

Some of the conclusions obtained are that in general a positive attitude of students about the use of the tool is observed, but requiring either an academic stimulus or a clear explanation of its benefits for the student; that it is necessary a careful preparation of the quizzes, making available afterwards by the teacher the comments of correct and incorrect results; and that a positive relationship between participation and the final average marks is obtained.
ICT, Socrative, motivation, online learning.