Use the classroom response system to strengthen student digital competencies

Authors

  • Maylin Suleny Bojórquez Roque Universidad de San Carlos de Guatemala

DOI:

https://doi.org/10.70939/revistadiged.v1i2.7

Keywords:

digital competencies, immediate response, interactive participation, higher education, technological acceptance

Abstract

OBJECTIVE: To evaluate the effectiveness of Classroom Response Systems (CRS) in strengthening students' digital competencies and determining their acceptance and perception. METHOD: A quasi-experimental study was conducted, composed of two groups of university students, one of 58 and the other of 64. Digital competence assessment tools, such as Kahoot, Socrative, Infuse Learning, Quiz Socket, and Verso, were used. Researchers assessed the digital competencies before and during using validated technology instruments. In addition, researchers collected data regarding acceptability and perception through satisfaction surveys at the end of the study period. RESULTS: The results indicated significant improvements in digital competencies in both groups, showing the most notable improvements. Group 2 reported higher satisfaction levels, correlating with more significant improvement in their digital competencies. In contrast, group 1, although also showing improvements, indicated a more moderate satisfaction, suggesting a different adaptation or satisfaction. However, the satisfaction surveys highlighted a generalized acceptance of the tools, underlining the perception of their usefulness and positive impact on learning. CONCLUSION: classroom Response Systems proved to be practical tools for strengthening digital competencies in university students. The acceptance of these technologies suggests a favorable integration in educational processes, recommending their continued use and evaluation in academic contexts.

Author Biography

Maylin Suleny Bojórquez Roque, Universidad de San Carlos de Guatemala

Actualmente, es candidata a doctorado en Ingeniería de la Información y el Conocimiento en la Universidad de Alcalá de Madrid, España, y paralelamente, estudia un segundo doctorado en Tecnología Educativa e Innovación. Anteriormente, completó dos maestrías: una en Gestión y Producción de E-learning en la Universidad Galileo, Guatemala, y otra en Docencia Universitaria en la Universidad de San Carlos de Guatemala (USAC). Inició su formación académica con una licenciatura en Pedagogía y Administración Educativa, también en la USAC. Profesionalmente, se desempeña como jefa del departamento de evaluación y promoción del personal académico en la USAC y es profesora titular en la Facultad de Humanidades. Su profundo interés en la integración de la tecnología en la educación la ha llevado a involucrarse activamente en investigaciones relacionadas con el aprendizaje mejorado por tecnología.

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Published

2024-08-14

How to Cite

Bojórquez Roque, M. S. (2024). Use the classroom response system to strengthen student digital competencies. Revista Científica Avances En Ciencia Y Docencia, 1(2), 55–64. https://doi.org/10.70939/revistadiged.v1i2.7

Issue

Vol. 1 No. 2 (2024)

Section

Artículos

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Copyright (c) 2024 Maylin Suleny Bojórquez Roque

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