Abstract:

In this study, it has been explored the pedagogical and learning potential of some applications (apps) in Physics learning. Several apps have been used in both training and assessment activities in Physics subjects of two engineering degrees at the University of Girona. In a complementary way, we have proceeded to interact with the students to check this learning methodology. This work could extend current understandings of how apps support learning. Some of the apps have been specifically developed in recent years, as can be seen in the literature [1]. Other apps have been selected among the many existing on the web. It should be noted that the assessment of students, collected in perception questionnaires, are generally positive. Both in your own and external apps. The main differences detected focus on two specific aspects. The first one is the formative or assessment use of the app. When the app only has a formative character (supplementary material that is not used for the evaluation of the subject), the apps assessment is usually more positive. On the other hand, if the apps are used as an evaluation tool, the response is usually more critical and sometimes more reflexive. The second one is the degree of difficulty associated with each application. Some are complex. In any case, it is necessary to inform the student of the characteristics of each application and a protocol for correct use.

In general, a correlation has been detected between the difficulty (conceptual and / or instrumental) of the app and the worst perception by the students. Nevertheless, the results suggest that the implementation of the apps is useful for the understanding of advanced concepts.

The assessment activities carried out with an app are framed among those of continuous evaluation. The associated percentage does not exceed 10% of the total grade. If the marks obtained in the activities with apps are compared with those obtained in the other activities, it is found that the results are similar when the comparison is made with other continuous assessment activities. Likewise, they are around 15% higher than those obtained in traditional assessment activities (such as face-to-face exams). The students' responses show that apps can be, if they are correctly selected and instructed in their use, a complementary instrument in their learning.

References:
[1] J.J. Suñol, J. Tarrés, “Bernouilli’s principle: mobile numbers technology”, INTED Proceedings, pp. 5195-5199, 2018.

Keywords:

Apps, Physics, perception, assessment, university.