Student response system (Kahoot and Socrative) versus directed stud
Abstract
Purpose: To identify the perception of students of an undergraduate course in Accounting regarding the use of technologies, through the Student Response System (SRE), comparing it to non-technological methods in the learning process.
Method: Two applications in SRE format were used: Socrative and Kahoot; and as a non-technological method, a Directed Study. All activities were applied to two classes of Accounting, who were taking the discipline of 'Analysis of Financial Statements'. The students' perception was verified based on questionnaires and a focus group, and later the Friedman tests and the Wilcoxon test were applied to process the data.
Originality/Relevance: This study advances the research regarding students' perception of the use of SRE compared to non-technological resources. It also differs in that it treats the issue with quantitative data, through questionnaires, and qualitative data, with a focus group, allowing for a deeper analysis by addressing different perceptions of students.
Results: The results indicate that students are receptive to the use of technology in the classroom, indicating that the activities are dynamic, competitive and make classes more attractive. In general, the students who participated in the activities pointed out that Kahoot, Socrative and Directed Study could be used concomitantly throughout the classes, as they are activities that have complementary characteristics and help in the learning process.
Contributions: The research results allow a better understanding of accounting teaching practices through technological resources, as well as possible improvements in their use in the face-to-face teaching process.
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