1 Universidad de Castilla-La Mancha (UCLM) (SPAIN)
2 Instituto de Educación Secundaria Ramón y Cajal (Albacete) (SPAIN)
About this paper:
Appears in: ICERI2018 Proceedings
Publication year: 2018
Pages: 10073-10081
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0886
Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain
The use of new technologies and learning methodologies is becoming increasingly necessary in teaching. One teaching methodology that we used is gamification. With mobile devices and applications like Socrative, this instrument allows students to participate in class, managed by asking multi-option questionnaires. This teaching methodology enables the level of student knowledge to be known before and after performing the teaching activity.
Organising collaboration activities and Health Sciences workshops/seminars by university teachers with secondary education students is interesting for these students as they allow them to come into contact with the contents taught in areas which they are being prepared for in order to become future university students. Hence the interest in approaching Health Sciences contents and knowing levels of knowledge before and after running workshops/seminars by active learning technologies in class, such as gamification.

Take the university domain to secondary education students with Health Sciences workshops/seminars. Identify the level of secondary education students knowledge about the subject taught using new education methodologies, such as gamification, and their degree of satisfaction with these activities.

Method :
A quanti-qualitative study conducted about the year-1 secondary education students registered for the Applied Anatomy subject with a practical seminar on hearing health and care given by some university teachers from the Albacete Nursing Faculty at the Universidad de Castilla-La Mancha (Spain).
A workshop/seminar took place with the students registered for the Applied Anatomy subject of the Ramón y Cajal Secondary School in Albacete. When the workshop/seminar began, the students individually answered a questionnaire with their mobile devices by applying Socrative. At the end, they again answered the questionnaire with this application by amending the order of their responses. The teacher acted as a guide during the procedure.

Of the 14 participants, 57.0% were male. Their percentage of right answers to the hearing health and care questions answered by Socrative was 52.9%, which increased to 77.1% after the workshop/seminar. Statistically significant differences were found in the percentages of right answers before and after this application (p<0.01). The degree of student satisfaction after the seminar was high (8.2±0.7 points).

Secondary education students level of hearing health knowledge significantly improved after the seminar/workshop. Approaching novel instruments based on new learning methodologies, such as gamification via Socrative, allowed teachers to manage participation and to identify student knowledge. Using this instrument resulted in to a high level of student satisfaction with the practical seminar.
Health Sciences, University, Secondary Education, Seminar, Gamification, Hearing Health, Care.