Innovative Student Response System Methodologies for Civil Engineering Practical Lectures
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Innovative Student Response System Methodologies for Civil Engineering Practical Lectures F. N. Cantero‑Chinchilla1 · C. Díaz‑Martín2 · A. P. García‑Marín3 · J. Estévez3
© Springer Nature B.V. 2019
Abstract Performance of engineering degree students often becomes an important concern for lectures. Using classical teaching methodologies in practical lectures may be behind the problem. The present work develops a couple of innovative student-response-system based methodologies designed to be implemented during engineering practical lessons in higher education (BSc level). A pretest–posttest design is developed to assess the evolution of student’s performance (third course in Civil Engineering degree at the University of Córdoba). In addition, a motivational questionnaire towards the use of the innovative methodologies has been filled by the students. The results of this pilot experience show an impact on performance by the rapid feedback linked to the in-class formative assessment, in which conceptual reminders at the beginning of the practical lessons boost the motivation, engagement, and enhancement. The motivational questionnaires depicted a favourable perception of the methodologies by the students, highlighting their recommendation to extend its application to other lecturers. Keywords Student response system · Higher education · Civil engineering · Performance · Motivation Abbreviations SRSs Student response systems GQM Question metrics EHEA European higher education area NICTs New information and communication technologies GSRS Game-based student response system RQs Research questions PBL Problem based learning
* F. N. Cantero‑Chinchilla [email protected] 1
Oil and Water division, IAS-CSIC, Spanish National Research Council, Alameda del Obispo s/n, 14004 Córdoba, Spain
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Department of English and German Philology, University of Córdoba, Córdoba, Spain
3
Engineering Projects Area, University of Córdoba, Road National IV, km 396, Campus of Rabanales, Da Vinci Building, 14017 Córdoba, Spain
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RKS Reminder plus Kahoot! Survey SKS Standard lesson plus Kahoot! Survey
1 Introduction The importance of considering technology to enhance teaching and learning processes during lecture sessions is a well-known item highlighted by the education community. The use of technology by students in both the inside and outside of the learning framework cannot be denied. Inside the classroom, the use of electronic devices may promote bad habits, thus, with a negative impact on the student’s efficiency. Tossell et al. (2015) concluded that students often perceived their own smartphone devices as a distraction to requisite learning for classroom performance. However, technology can be regarded as a tool to address certain deficiencies inside the classroom. Since the past decade, the emerging Student Response Systems (SRSs) are playing a key role at colleges as well as universities (Dangel and Wang 2008). SRSs conforms an evolving in-class-studen
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