Introduction:

In general, the level of attention of students in the classroom is decreasing throughout the class time. Normally, asking questions to review content and breaking the rhythm of the explanation favours attention. In this sense, in the subject of Human Physiology of the Degree of Biomedical Sciences of the University of Barcelona it was decided to add dynamism to the class through the Socrative application, which allows to raise questions and to know the response of the students in real time through computers and mobile devices.

Material and methods:

At the beginning of each class, questions were asked to review contents of the previous day or to introduce aspects not presented yet. The global responses were then reviewed and the doubts that had emerged were clarified. At the end of each topic or thematic block, questions were also asked to review the contents.

Results:

The assessment of this experience was collected through student opinion surveys. They evaluated positively the experience, considering it globally as satisfactory, with a score of 4.3 (5 being the highest degree of agreement). They also indicated that it was an easy and intuitive tool (4.6 / 5), which had been motivating and had favoured that classes were more dynamic and enjoyable (4.4 / 5). In addition, they stated that it had been useful to reinforce the learning of contents (4.4 / 5).

Conclusions:

The use of reinforcement questions in class through Socrative caused students to be attentive and to actively participate in the classes.

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