Abstract:

A large majority of new students arrive at the university with the following characteristics:
1) low or no basic knowledge of mathematics
2) levels of motivation, concentration or logical reasoning nonexistent,
3) little patients and with very high self-esteem
4) with unreasonable behaviors for the good development of the class.

This generates a class dynamic which, in many cases, is difficult to overcome. In this study we focus on how to increase student motivation through the use of new digital tools, in particular:
1) the use of video-lessons and
2) the use of so-called screencasts.

Additionally, we combine these digital tools with neuroeducation techniques in order to increase student motivation. We believe that increasing the motivation part of the rest of the problems will be solved or, at least, reduced. Our empirical results (with compulsory attendance) show that good students take advantage of the additional tools available to them while for bad students, the impact is null or even harmful since it causes a total mental absence of the student during classes following the philosophy: "If I already have the explanations in video lessons why am I going to pay attention in class?

Keywords:

Motivation, video-lectures, screencast, neuroeducation.