2026-09-15T21:30:04Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1579862025-04-30T19:23:33Zcom_10366_3948com_10366_3947com_10366_3946com_10366_3823col_10366_3954

Rodríguez Conde, María José Cabrero Fraile, Francisco Javier Cabrero Hernández, Alberto Juanes Méndez, Juan Antonio Borrajo Sánchez, Javier García Riaza, Blanca Dental Radiology Audience Response System Clickers Java Formative Assessment Computers-assisted Instruction Educational Technology Teaching Methods [EN]The integration of Information and Communication Technologies (ICTs) has generated a change in teaching methodologies au university level. The objective of this study is to check the effectiveness of interactive processes in summative assessment or learning-oriented assessment contexts using electronic self assessment processes (Java application) versus the use of audience response systems (ARS) or “clickers” in the classroom, from the point of view of students’ satisfaction measurement. The sample for this study is composed by the students of the first year of the Degree on Dentistry of the School of Medicine of the University of Salamanca, and which was carried out by means of a questionnaire, where 1 stood for total disagreement and 7 for absolute agreement; together with an statistical analysis (Conbach alpha) that allows us to value the reliability of the answers obtained. Results reflect the students’ answers to the questionnaire, as well as the relationship between the two systems. To conclude, there are certain coincidences when judging both assessment tools, but we also observe that there is a better predisposition towards Java system rather than to clickers. The job done by a coordinated interdisciplinary team formed by members of different areas has made it possible to build and validate interesting pedagogical materials, as well as to develop formative assessment strategies that could be generalized to other subjects in different degrees. 2024-05-22 2024-05-22 2013 info:eu-repo/semantics/conferenceObject 9781450323451 http://hdl.handle.net/10366/157986 10.1145/2536536.2536538 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional