1 Universitat de València (SPAIN)
2 Universitat Politècnica de València (SPAIN)
3 Universidad ICAI-ICADE, Madrid (SPAIN)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 7392-7400
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1771
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The methodology used in the teaching-learning process in Higher Education has been subject to revision by teachers in recent years, as a consequence of an evolving scenario in which the two agents involved (teachers and students) have seen their roles transformed and had to adapt to these changes in order to optimize their results. In this context, Information and Communication Technologies (ICTs) have exploded both inside and outside the classroom. Thus, the Clickers, an electronic voting system, is one of the ICTs that, together with the videos of academic content, are postulated as tools that provide good results.

There are many researches dedicated to the evaluation of the use of this type of tools, from the point of view of their impact on the academic performance of students, usually measured through the qualification obtained by the latter, as well as by the acquisition of competences collected in the syllabus of the subjects. There are, however, not as many studies whose objective is to identify the opinion that students have of the use of ICTs. In this line, this work aims to analyze and quantify, as much as possible, the perception that the students have of the use of both the Clickers and the videos in their learning process. Special emphasis will be made on whether factors such as gender, pre-university studies, if the center where these have been studied was private or public, or the motivation of the students (assessed according to the order of preference of the degree course) influence this perception. For this purpose, the data provided by students of a degree offered by the Universitat de València will be used.

The results obtained show that some of the factors mentioned are significant. Thus, by way of example, the gender factor influences their perception, with male students valuing the clickers more positively than female students. Furthermore, although males tend to resort to videos to a lesser extent than female students, they also provide higher scores when evaluating them.
Academic performance, Clickers, factors, videos, descriptive analysis.