Abstract:

This project explores the implementation of the interactive platform Wooclap as a methodological strategy to enhance the teaching-learning process in Analytical Chemistry laboratory sessions. In the context of Higher Education (HE), experimental sciences often face challenges in bridging the gap between theoretical concepts and practical execution. This innovation tool aims to transform traditional instructional models into an Active Learning (AL) framework, focusing on increasing student engagement, motivation, and procedural comprehension. A study involving 60 undergraduate students was conducted to measure the impact of this tool on engagement, motivation, and procedural comprehension. The methodology was developed through four specific work packages. First, a diverse set of gamified challenges was designed using cognitive scaffolding, including word clouds for diagnostic assessment, "find on image" tasks for equipment identification, and sequencing exercises for experimental protocols. These activities were deployed in both synchronous (real-time classroom competition) and asynchronous (autonomous pre-laboratory review) modalities. Second, a mixed-method evaluation was conducted to measure the impact of the tool, utilizing a Likert-scale questionnaire and qualitative feedback from students. The results indicate an outstanding reception of the technology. The general satisfaction registered a mean score of 4.7 out of 5, while the usability of the platform was rated at 4.8 out of 5. Regarding pedagogical effectiveness, 92% of the participants stated that the tool facilitated a better understanding of the subject matter, with 67% providing the highest possible rating. An integrated analysis of student responses showed that while dynamic activities like word clouds are highly popular, students perceive "ordering" and "fill-in-the-blanks" tasks as the most effective for deep learning and procedural accuracy. Qualitative comments highlighted that the tool increased attention spans and reduced the monotony of long laboratory sessions. In conclusion, the use of Immediate Response Systems (IRS) like Wooclap proves to be a highly transferable and efficient resource for improving student engagement and their readiness to perform experimental work. Rather than just focusing on grades, the results validate that students feel better prepared to approach laboratory sessions, showing higher confidence in procedural steps. The high levels of satisfaction (>= 4.5 out of 5 in all key indicators) validate its continued use and potential expansion to other disciplines within the scientific curriculum.

Keywords:

Active learning, wooclap, analytical chemistry education, gamification, interactive learning.