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Pedagogical innovation involving smartphone technology may offer teachers the opportunity to create an environment of engaging learning in laboratories. In this paper, we outline how to use Socrative Student Response by Mastery Connect, a variation of a real‐time audience response system. We hypothesized that using this application as an audience response system can enhance learning and identify student knowledge gaps in chemistry laboratory classes. In order to explore the relationships among factors and the educational effectiveness of Socrative, data from a graduate‐level chemistry course students were investigated. Before and after laboratory classes, experimental subjects completed an audience response system quiz using Socrative application in their mobile devices. Students felt that the method enhanced their learning process whereas teachers reported that it improved academic performance and the relationships between teachers and students. Socrative can be considered as a powerful tool to dynamize and evaluate chemistry laboratory practices.

This work has been partially funded by the Ministry of Science and Technology of Spain by ECLIPSE and SEQUOIA (TIN2015-63502-C3-2-R) projects, the European Regional Development Fund (ERDF/FEDER), and the Cátedra of Telefónica.