Create an activity at EDPuzzle 

Create an activity at EDPuzzle 

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We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, inc...

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... The EDPuzzle tool allow teachers transform videos into an interactive and engaging lessons. With EDPuzzle (Fig. 1), it is possible to edit any video and insert questions, audio, text and links in different points. Teachers can share videos with the class, the students answer to questions and the teachers review the students' ...

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In the last decades, game-based learning has gained an increasing popularity in many countries worldwide. Learning by playing computer games gives school students some undeniable advantages over classical teaching: students are motivated to learn; they are an active part of the learning process; information is acquired in a pleasant way and is reme...

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... In our view, while this traditional conception of education might make sense at primary and middle levels of education, it is challenged by a few recent studies that highlight the advantage of using mobile technology to optimize the learning experience of university students. Some authors have already analysed the importance, advantages and difficulties of including and using mobile devices in higher education (Bicen & Kocakoyun, 2018;Esteves, Pereira, Veiga, Vasco & Veiga, 2018;Monte, Barreto & Rocha, 2017). ...
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Our goal in this paper is to analyze the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students’ opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too.
... In our view, while this traditional conception of education might make sense at primary and middle levels of education, it is challenged by a few recent studies that highlight the advantage of using mobile technology to optimize the learning experience of university students. Some authors have already analysed the importance, advantages and difficulties of including and using mobile devices in higher education (Bicen & Kocakoyun, 2018;Esteves, Pereira, Veiga, Vasco & Veiga, 2018;Monte, Barreto & Rocha, 2017). ...
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Our goal in this paper is to analyse the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students’ opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too.
... (positive and negative aspects) The prospective teachers, who were studying in the last year, were asked about the positive and negative aspects of the 'Kahoot' program. Opinions on this question positively stated that it provides effective learning (10'), offers fun repetition (9), technology-supported education (9), and encourages students to learn due to its comprehensive competition (8). Their responses to the negative aspects of the 'Kahoot' program were collected under two headings. ...
... A case study with 324 university students from Portugal demonstrated this with 'Kahoot'. The average grade increased by 6.4% compared to traditional teaching, improved the levels of weaker students by 12% and failed less than the course [9]. ...
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... Los estudios realizados sobre el estado de integración de las TIC en la universidad española han aumentado en los últimos años (Cubeles y Riu, 2018;Esteves, et al., 2018;De Pablos et al., 2019;Hernández, 2019;Colomer et al., 2020;De Casas, Caldeiro y Havrankova, 2020;Guillén y Mayorga, 2020;Liesa-Orús et al., 2020;Llorent, Tallon y De las Heras, 2020;Mercader, 2020). Baelo y Cantón (2009) diferencian, por una parte, los informes sobre las TIC en la universidad española y, por otro, las investigaciones desarrolladas dentro de las propias universidades sobre aspectos concretos de la integración de las TIC en la educación superior. ...
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... Game-based learning can be used to encourage student participation, innovation, and maintain commitment during lessons and improve learning skills. Game-based learning outcomes that can be used to help students develop their performance and abilities to become more active and ready to have active participation in society [27]. ...
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... Studies in the engineering area 16 [2], [21], [22], [23], [24], [26], [27], [6], [12], [28], [29], [30], [18], [19], [31], [32] Higher education (literature review) 19 [5], [13], [33], [33], [34], [36], [37], [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48], [49] Business administration 9 [16], [19], [20], [50] , [51], [52], [53], [54], [55] Accounting, finance and economy 6 [3], [15], [7], [27], [57], [58] Biochemistry 2 [11], [59] Health Sciences 2 [10], [60] College of Arts 2 [8], [9] We observed that the studies seek to insert gamification as a way to develop learning in diverse disciplines such as programming, teaching mathematics, using software, creating projects, management, accounting, finance, economics and, to a lesser extent, teaching health disciplines. In addition to the search for this learning, all studies report the search for serious games to develop undergraduate skills that are essential for new graduates in the job market. ...
... We can still mention "Knowingo" [53], "Busuu" [51], "Quiz Time!" [19], "Socrative" [60] which are all game-based learning apps for mobile devices that incorporate questions in a fun way to assess and improve students' knowledge of a particular subject in higher education. With this tool the students can actively construct their knowledge, compete and collaborate with each other. ...
... Teachers can edit any video and insert questions, audio, text and links in different points. Afterwards they may share videos with the class, the students answer to questions and the teachers review the students' participation [60]. ...
... The results obtained in this research also confirm that students positively value the use of this digital platform, which can encourage the adoption of these motivating ICT proposals in similar contexts [39]. ...
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... Teaching Digital Natives, who have grown up in a digital world, can feel something like completing a jigsaw puzzle. It is therefore important that teachers try to understand and, above all, question new pedagogical practices before implementing them [6]. ...
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... Students Response System (SRS) is a technology designed to facilitate classroom management while providing various tools that serve to facilitate the teachinglearning process [3]. SRS which is also known as Classroom Response System (CRS) or Audience Response System (ARS) has been successfully applied in university classrooms [3] [7], helps increase students' focus during class [16], improve students' attitudes towards the subject and their perceptions about their learning environment and [4] [8], increase attendance in the classroom [7] [9], and make it easier for students to remember material [10]. SRS looks more advantageous for classes with large spaces where teacher-student interaction is more limited [4] [11] [17]. ...
... Some studies also note an increase in achievement of students [8] [10] [11] [16], but some studies argue if the use of the Student Response System can directly improve student grades [4] [7] because there are many factors to consider. Improved grades are an indirect result of students' attitudes towards subjects [4] [7]. ...
... Improvements in technical factors require involvement from the school. The problem with WiFi or internet connection is common during the study of Kahoot! implementation [16]. ...
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