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Effectiveness of mobile devices as audience response systems in the chemistry laboratory classroom
Author(s) -
Santos Jenifer,
Parody Luisa,
Ceballos Manuel,
Alfaro María C.,
TrujilloCayado Luis A.
Publication year - 2019
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22098
Subject(s) - audience response , mobile device , multimedia , audience participation , computer science , mathematics education , graduate students , target audience , process (computing) , chemistry , psychology , pedagogy , world wide web , advertising , business , operating system
Pedagogical innovation involving smartphone technology may offer teachers the opportunity to create an environment of engaging learning in laboratories. In this paper, we outline how to use Socrative Student Response by Mastery Connect, a variation of a real‐time audience response system. We hypothesized that using this application as an audience response system can enhance learning and identify student knowledge gaps in chemistry laboratory classes. In order to explore the relationships among factors and the educational effectiveness of Socrative, data from a graduate‐level chemistry course students were investigated. Before and after laboratory classes, experimental subjects completed an audience response system quiz using Socrative application in their mobile devices. Students felt that the method enhanced their learning process whereas teachers reported that it improved academic performance and the relationships between teachers and students. Socrative can be considered as a powerful tool to dynamize and evaluate chemistry laboratory practices.