Abstract:

Engineering is one of the most recognized professions in our modern societies, however there is a strong gender bias, as it has the lowest percentage of women and reflects a strongly masculine identity. At school, girls quickly "learn" that computers are for boys. In addition, there is a tradition that computers have been related to scientific and mathematical things, oriented towards male students. This is despite the recognition that math ability is not an indicator of gender aptitude. Computers are seen as part of the machinery and math field, an unsettling combination for girls. In the domestic sphere the situation is not more equal since control over leisure technologies is generally masculine. For example, video games are incorporated as new technologies into a domestic sphere that is sexually coded towards the male child.

Fortunately, the studies of agricultural engineering, at least at the University of Almeria are, in percentage of students, quite similar. In this sense, as a teaching innovation project that has continued over time, an smartphone tool has been developed, based on the telegram program, which is used as an interactive response control in class (clicker).

In this paper the aim is to analyse the degree of satisfaction of m learning technologies in relation to gender during two consecutive academic years, academic year 2018-19 and academic year 2019-20. In this study, the results of 45 and 35 students respectively for these courses were analysed. The questions analysed were: ease of use of the tool, usefulness of the tool in class, improving class participation, be aware of explanations, degree of satisfaction with the tool, and degree of satisfaction with its massive implementation.

Keywords:

Gender analysis, mobile teaching, smartphone, Electronic learning, Mobile communication, Best practices, Technology management, User interfaces, mobile learning.