Abstract:

In educational terms, games are described as an environment where both the content and the game itself facilitate and enhance the acquisition of knowledge and problem-solving skills and challenges, based on achievement-focused learning where students learn in a fun, interesting and stimulating way, by creating, understanding, and retaining knowledge, to the point where they can learn on their own and collaboratively. This research work details the experience of using the Socrative tool, as an implementation of Game-Based Learning (GBL), in the Teaching Innovation module of the Master's Degree in Teacher Training at the European University of Valencia. A group of 65 university students participated in this study. In many circumstances, the Game-Based Learning (GBL) is related to a defined learning objective that can be achieved by playing through an immersive, motivating, and fun experience for students, fostering their critical, logical, and reflective capacity. It is about generating emotions typical of a game such as interest, involvement, and motivation. For this reason, use is made of the psychological predisposition of the human being to participate in games. With a clearly differentiated objective, the game was used as a means of learning.

The Socrative tool made it possible to carry out tests, evaluations, activities, etc. and to manage the data obtained by the teacher. However, Socrative has a specific platform for the teacher and another one for the student. Undoubtedly, the strong points of this platform were the immediate feedback, participation and continuous evaluation, three key elements of Socrative that allow to know more about the students in a simple and free way. The results of the research were excellent, with an increase in participation, motivation, development of digital identity, as well as instant feedback with the students, supporting their continuous evaluation.

Keywords:

Socrative, Master´s Degree, Innovative research, Game-based learning (GBL), Innovation technology.