Using Interactive Response Systems in Economicsutility and factors influencing students’ attitudes

  1. Bares López, Lydia
  2. Fernández Pérez, Ana Mª
  3. Ferrándiz León, Esther
  4. Flores Varo, Mª Esther
  5. León Rodríguez, Mª Dolores
Revista:
Multidisciplinary Journal for Education, Social and Technological Sciences

ISSN: 2341-2593

Año de publicación: 2017

Volumen: 4

Número: 1

Páginas: 16-36

Tipo: Artículo

DOI: 10.4995/MUSE.2017.5476 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Multidisciplinary Journal for Education, Social and Technological Sciences

Resumen

The European Higher Education Area (EHEA) involves changing traditional methods to promote innovative teaching experiences. This paper has two main aims: a) to show evidence of the use of Interactive Response Systems (IRS) to identify gaps in the understanding of the course contents and b) to investigate factors influencing students’ attitudes towards the use of IRS. The experience was developed through a collective tutoring session in the subject of Economics using IRS. Economics is a first-year subject in the Degree of Business Administration and Management offered by the University of Cadiz, which includes contents of Microeconomics and Macroeconomics and uses economic models to explain the function of the economy and the behaviour of economic agents. Results show that IRS technique allows detecting gaps in learning and comprehension. From our econometric estimations, we also identify two strongly significant variables affecting students’ attitudes towards IRS: gender and received explanations regarding the use of IRS. Variables such as first enrolment in the subject and the number of hours devoted to studying have a positive and significant effect on the attitude to IRS, but at a lower level of significance (from 5% to 10%).

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