1 Complutense University (SPAIN)
2 Alfonso X University (SPAIN)
About this paper:
Appears in: ICERI2017 Proceedings
Publication year: 2017
Page: 162 (abstract only)
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.0083
Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain
The establishment of the European Higher Education Area (EHEA) is trying to change the modalities of learning from lecture to alternatives based on new Information and Communications Technologies (ICT). The use of ICT in education can easily develop key aspects of the EHEA, such as transparency and quality in learning, global assessment of student work and finally and perhaps most important, student autonomy. Thus, the teacher starts to act as a guide for students to facilitate their use of resources and tools they need to explore and develop new knowledge and skills among which are the new information technologies. So the teacher of today must become involved in the design and development of new content and distribution process, including virtual teaching platforms.

Collaborative learning is the use in education of small groups in which students work together to improve their own learning and that of others. Collaborative learning involves the development of social skills. On the other hand, in competitive learning students are asked to compete with each other to obtain a grade that only one or few students can access, which requires them to work faster and more accurately than their peers. Although the use of both methodologies is considered as exclusionary in many cases, both can provide a series of skills and values necessary to improve learning and a successful future in the incorporation and work development of students since both situations will occur in their professional activity.

On the other hand, due to the growing lack of motivation of university students, the concept of gamification, defined as the use of mechanics, dynamics and game frames, is being introduced in the field of teaching to increase the interest of students in the subjects they study, transforming the learning process into something fun and playful. The concept of gamification is an element that allows integrating both educational (cooperative / competitive) methodologies.

In order to try to implement EHEA by improving students' attention and performance using ICTs, the present project has been developed, which aims to facilitate a mechanism for continuous assessment and increase student motivation, not to overload Professors and at a very low economic cost, being also a tool that helps to invigirate the teaching against the passivity imposed by the master class. For this, the Smart AMP application was used to create groups of students who work in a coordinated way both at home and in class and present the contents generated to all the class so that the students could work in team creating contents that later were saved and served to all the students for their study. This model allows all students to participate in front of the current model where only a few can be selected by the Professor to participate in the class. The methodology used was intended to increase the autonomy of the students in such a way that they will be able to build their knowledge in a future without the Professor. It also sought to increase collaborative learning by teaching teamwork within groups and stimulating competitiveness by competing between groups and students individually.

With the design of this methodology that implements the use of ICT by students we attempted to provide a framework for the participation, motivation and improved performance of students in their learning process
Clickers, colaborative/competitive learning, Continuous Assessment, EHEA, ICT.