000147873 001__ 147873
000147873 005__ 20250109162737.0
000147873 0247_ $$2doi$$a10.1016/j.ece.2021.03.001
000147873 0248_ $$2sideral$$a123948
000147873 037__ $$aART-2021-123948
000147873 041__ $$aeng
000147873 100__ $$0(orcid)0000-0001-7814-2277$$aRomero, E.$$uUniversidad de Zaragoza
000147873 245__ $$aMoodle and Socrative quizzes as formative aids on theory teaching in a chemical engineering subject
000147873 260__ $$c2021
000147873 5060_ $$aAccess copy available to the general public$$fUnrestricted
000147873 5203_ $$aThere is a majority opinion on the positive influence of using technologies in teaching. However, few studies account for their effect on students’ final grades. Traditional theory teaching often shows a lack of students’ motivation, engagement and self-efficacy. A way to improve these is to include quizzes, which may allow students to gain in skills acquisition feedback and self-regulation, and to control their own way to construct knowledge. The suggested methodology embeds quizzes and tests through two ICT, each one with a different strategy. One is the use of quick and real-time quizzes with Socrative, focused in promoting motivation and engagement in the classroom. The second is the use of tests with Moodle for a longer time scale (blocks of lessons). Both tests and quizzes were designed as formative activities: the students are able to gain feed-back, weaknesses identification and better programming of their work. Three ‘tools’ (one Moodle test; three Socrative quizzes; no tool/only traditional teaching) were rotated among three different cohorts and blocks in a Chemical Engineering subject (n=49 students). Effects on the students’ learning outcomes (grades) at the final theory exam were evaluated by blocks. A paired-data one-factor ANOVA test showed no significant statistical differences in using Moodle tests or Socrative quizzes or not. Some possible negative influences over data were identified and improvements for further study have been suggested. An intensification of quizzes and tests could be relevant. Although no significant improvement over grades was obtained, the use of both tools was positively valued for students and instructors. Surveys’ results showed that the proposed methodology may create a more attractive and self-regulated educational environment. However, this study supports that students’ previous perceptions about the tools may condition their final perceptions over the ICTs real aid for learning and their future academic outcomes.
000147873 536__ $$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-18-327$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-404
000147873 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000147873 590__ $$a3.2$$b2021
000147873 591__ $$aEDUCATION, SCIENTIFIC DISCIPLINES$$b17 / 44 = 0.386$$c2021$$dQ2$$eT2
000147873 591__ $$aENGINEERING, CHEMICAL$$b73 / 142 = 0.514$$c2021$$dQ3$$eT2
000147873 592__ $$a0.49$$b2021
000147873 593__ $$aEducation$$c2021$$dQ2
000147873 593__ $$aChemical Engineering (miscellaneous)$$c2021$$dQ2
000147873 594__ $$a4.4$$b2021
000147873 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000147873 700__ $$0(orcid)0000-0001-7115-9025$$aGarcía, L.$$uUniversidad de Zaragoza
000147873 700__ $$0(orcid)0000-0002-4161-7088$$aCeamanos, J.$$uUniversidad de Zaragoza
000147873 7102_ $$15005$$2555$$aUniversidad de Zaragoza$$bDpto. Ing.Quím.Tecnol.Med.Amb.$$cÁrea Ingeniería Química
000147873 773__ $$g36 (2021), 54-64$$pEduc. chem. eng.$$tEDUCATION FOR CHEMICAL ENGINEERS$$x1749-7728
000147873 8564_ $$s276090$$uhttps://zaguan.unizar.es/record/147873/files/texto_completo.pdf$$yPostprint
000147873 8564_ $$s1818752$$uhttps://zaguan.unizar.es/record/147873/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000147873 909CO $$ooai:zaguan.unizar.es:147873$$particulos$$pdriver
000147873 951__ $$a2025-01-09-14:40:57
000147873 980__ $$aARTICLE