Abstract:

The evolution of Information and Communication Technologies (ICT), coupled with transformations in the European Higher Education Area (EHEA) and broader societal shifts, has sparked changes that directly impact the landscape of teaching in university settings. Traditionally, the focal point of lectures within academic institutions has been the teaching faculty. However, recent years have witnessed a growing prominence of students as active participants in the classroom dynamics, marking a departure from the conventional approach. Presently, the dynamics of academic sessions are trending towards more dynamic and participatory environments, where student involvement plays a pivotal role in enhancing the overall quality of teaching. In light of this shift, there is a growing imperative to employ interactive tools that stimulate student engagement, a necessity gradually finding its way into university centers. Nevertheless, despite the increasing adoption of these tools in higher education, uncertainties persist, particularly among university students, regarding their efficacy, especially in terms of assessing their impact on both undergraduate and postgraduate learning experiences. Consequently, this study aims to scrutinize whether significant variations exist in the perception of the student body based on their typology (undergraduate versus postgraduate students). Specifically conducted during the academic year 2022/23, the study utilized an electronic voting system in selected undergraduate and master's degree courses at the Faculty of Economics of the University of Valencia. This system allowed students to respond to a series of questions related to previously covered course content. The evaluation of this tool yielded notably positive results, particularly among undergraduate students, underscoring the importance of integrating ICT into teaching practices as a means to invigorate the classroom experience. Furthermore, the findings allow to support the existence of substantial differences between undergraduate and postgraduate students concerning their perception of such tools and their role in the learning process. The analyses indicate that, for undergraduate students, interactive ICT play a more decisive role in their learning journey compared to their postgraduate counterparts. Consequently, this study advocates for higher education institutions to implement mechanisms facilitating the integration of these tools and to support faculty in mastering their use to enhance the overall learning experience.

Keywords:

ICT, Undergraduate, Postgraduate, gamification, Higher Education.