1 Universitat de València, Facultat d'Economia (SPAIN)
2 University of Valencia (SPAIN)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Page: 3727 (abstract only)
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0910
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
The development of Information and Communication Technologies (ICT) together with the changes observed in the European Higher Education Area (EHEA) has given rise to a set of changes that directly affect teaching in university centres. As a consequence, university classrooms are undergoing a process of transformation towards new forms of teaching that are combined with traditional master classes. In this sense, gamification is positioned as a teaching methodology that aims to improve the results of students in class through "games" or "more dynamic tasks". In this methodology, unlike traditional teaching, the student acquires a leading role, being an active part of the activities carried out in the classroom. The use of tools such as Mentimeter helps to facilitate the implementation of these active and participatory methodologies, due to their multifunctional nature. The creation of word clouds, electronic voting systems, the development of dialogues or the creation of PowerPoint presentations are just some of the functions included in this application. Thus, through this work, a practical case of the use of the Mentimeter tool is presented in the practical and theoretical classes of some undergraduate courses at the Faculty of Economics of the University of Valencia during the academic year 21-22. Specifically, the tool was successfully used in the Commercial Distribution course, belonging to the Degree in Business Administration and Management (ADE); and in the courses of Digital Marketing, and Customer and Marketing Analytics of the Degree in Business Intelligence and Analytics (BIA). The results obtained from the evaluation of this tool are clearly positive, which confirms the importance of the use of ICT in teaching as a mechanism to energize the class. In the perception that students have about Mentimeter, it stands out its ease of use (4.97 / 5), its idle nature (4.85 / 5), and, finally, the support it has provided for acquiring knowledge (4.71 / 5). In addition, the students evaluated the level of general satisfaction with this instrument, obtaining an overall score of 4.71/5. Finally, from the teachers' point of view, the use of this tool has contributed to increasing the quality of the class presentations and obtaining feedback from the students. Therefore, the positive results achieved by the use of Mentimeter in the classroom, both by students and teachers, indicate the relevance of complementing traditional teaching with gamification-based teaching methodologies.
Gamification, ICT, multifunctional tools, satisfaction.