Abstract:

This work expects to improve the teaching-learning process of the subject of “Control y Tratamiento de Aguas – Water Quality Control and Treatment) of the Degree in Civil Engineering of the University of Córdoba (Spain), with the use of innovative teaching practices that improve the academic results of the students.

Nowadays, the university teacher must not only have knowledge of the subjects taught, but it is necessary to incorporate different methodologies or teaching techniques to transmit skills to their students, in order to achieve continuous improvement of the teaching-learning process and strengthening your capacities.

The introduction of the gamification technique has allowed a more active participation of students and has encouraged the acquisition of skills. The work climate has remained more active. In addition, this technique has made it possible to detect the point of fatigue of the students during the lectures.

The tool used to implement the gamification technique has been the free access web platform "Kahoot". This digital tool is a system of answers in the classroom based on the game for schools, universities and companies. Students can download it on their smartphone. The students can use their smartphone or electronic devices to their learning in the classroom, and avoiding their inappropriate use (social networks, sports news, etc.), which is one of the main problems that teachers have in class currently.

For each lecture, the online questionnaires were prepared, previously. For which was used the Kahoot learning platform. The online questionnaires were composed of questions associated with the theoretical/practical concepts that given in class. The application allows you to create an attractive environment (with music, videos, images, colors, shapes). And mainly, this procedure has allowed a continuous evaluation of the student, and indirectly of the teacher, since it is verified in real time if there is any concept that needs to be reinforced.

While the questionnaires were carried out, it has been observed that the classroom becomes a collaborative space in which, with the support of the teacher and technology, raise questions, discuss and apply the theory that the teacher explained before. Besides, it has even made the teacher reconsider the way of explaining and presenting the lesson, which shows that this technique has promoted the feedback between student-teacher and student-student. It allows reinforcing ideas and we can check if the students have problems in the acquisition of knowledge, encouraging a good working climate and ending the sessions in a fun way, which has allowed to increase the student's performance.

The results obtained have reflected a final positive evaluation of the subject for most of the students who have participated in the lectures. With respect to past courses, students have had less difficulty in passing the subject and in the acquisition of skills. It is important to highlight the degree of satisfaction of the students, and especially of the repeating subject students, who have achieved to pass the subject in an easier way thanks to the use of gamification techniques. In summary, the technology enters the classroom to encourage motivation. Innovative methodologies boost digital skills.

Keywords:

Gamification, online questionnaires, performance-fatigue, teaching-learning.