Abstract:

The rapid evolution of Information and Communication Technologies (ICT) has significantly transformed the educational landscape, particularly in higher education. In this context, universities face the challenge of adapting teaching practices to the expectations and learning habits of students who are highly accustomed to digital environments. Consequently, traditional lecture-based models—characterized by a predominantly passive role for students—are increasingly being reconsidered in favor of more interactive and student-centered approaches. Active learning methodologies have emerged as an effective strategy to foster greater engagement and participation in the classroom. These approaches encourage students to take an active role in the learning process through participatory activities that stimulate reflection, collaboration, and immediate feedback. Among the different strategies available, gamification has gained relevance as a pedagogical resource capable of increasing students’ motivation and attention during class sessions. Digital interactive tools play a key role in facilitating the implementation of these methodologies. In particular, platforms such as Mentimeter enable instructors to integrate real-time polls, word clouds, quizzes, and discussion prompts directly into their presentations, thereby promoting dynamic interaction between students and teachers. This paper presents an educational experience developed in the postgraduate program of the Faculty of Economics at the University of Valencia, specifically within the Master’s Degree in Marketing and Market Research. The tool was applied in the courses Corporate Communication and Commercial Research Techniques with the aim of encouraging participation and improving classroom dynamics. To assess the effectiveness of the tool, a quantitative study was conducted at the end of the academic year (2023–2024) a structured questionnaire administered to students. A total of 41 valid responses were collected. The instrument included multiple items measured on a 5-point Likert scale evaluating perceived usefulness, engagement, motivation, and satisfaction. The results provide empirical evidence supporting the positive impact of interactive digital tools. Students reported high levels of perceived ease of use (mean = 4.72/5), enjoyment (4.33/5), and overall satisfaction (4.24/5). Additionally, the tool was positively evaluated as a mechanism to foster classroom debate (3.98/5) and support the learning process (3.77/5). The results suggest that the integration of interactive digital tools contributes to higher levels of student engagement, increased attention during lectures, and more fluid communication between instructors and students. In addition, these tools provide lecturers with immediate feedback that can be used to adapt explanations and reinforce key concepts in real time. Overall, the experience highlights the potential of combining digital technologies and active learning methodologies to promote more participatory and motivating learning environments in higher education.

Keywords:

Higher education, ICT, active learning, student engagement, gamification.