Using Socrative to Enhance Instruction in an Accounting Classroom

Kokina, Julia; Juras, Paul E.

doi:10.2308/jeta-51700

Cited by 12 publications

(12 citation statements)

References 14 publications

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“…According to Kokina and Juras [22] the use of Socrative has received positive feedback from instructors and students of Energy Business and Economic Development to teaching Accounting. Although, "students react positively to the use of Socrative, the main challenge for the instructor is to make sure that the software enhances the learning process and does not become a distractor."…”

Section: Game-based Learning Toolsmentioning

confidence: 99%

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

Esteves¹,

Pereira²,

Veiga³

et al. 2018

Int. J. Eng. Ped.

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Abstract-We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students' participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

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Section: Game-based Learning Toolsmentioning

confidence: 99%

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

Esteves¹,

Pereira²,

Veiga³

et al. 2018

Int. J. Eng. Ped.

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“…quizzing) stimulates students to monitor their learning and control or regulate their learning process. Quizzing can be implemented in classrooms in a high-tech setting, where students are allowed to enter their answers into some kind of device, for example clicker devices (Blasco-Arcas et al, 2013;Mayer et al, 2009), the web-based system Socrative (Balta & Tzafilkou, 2019;Kokina & Juras, 2017) or Kahoot! (Wang, 2015).…”

Section: Conceptual Framework and Literaturementioning

confidence: 99%

Using digital formative assessments to improve learning in physics education

Molin

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published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User

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“…Other research on SRS in the area of accounting education can also be identified (Beekes, 2006;Cummings & Hsu, 2007;Cunningham, 2008;Kokina, J., & Juras, 2017;Marshall & Varnon, 2012;Newmark et al, 2011;Paz, 2017;Segovia, 2008;Yuen, 2018). Brazilian literature on SRS is still in its early stages.…”

Section: Prior Srs Studies In Accounting Educationmentioning

confidence: 99%

Usage of a Web-Based Student Response System (SRS) in the Classroom: An Analysis of Accounting Students’ Perception

Nasu¹,

Afonso

Nogueira

2021

Rev. Evid. Cont. & Fin.

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Objective: Investigate the accounting students’ perception on the use of a web-based student response system (SRS), called Kahoot!, in a public higher education institution in Brazil. The web-based SRS is a relatively recent technology tool that can contribute to provide an active learning environment. Background: The paper reviews the SRS literature and highlights its usage benefits and challenges. Also, the study presents empirical studies carried on SRS thus far that offered theoretical support for the discussion of the findings. Method: Data were collected from 77 students through survey. The survey was designed based on prior SRS literature, containing two parts. The first one asked for the students’ demographics; and the second one comprised 22 questions to capture two constructs: “Perception of Use” (18 questions) and “Overall Satisfaction” (6 questions). Surveys were applied in loco. Results: The Cronbach's Alpha coefficient indicated high internal consistency among the items that measured both constructs. We also found that the SRS assists in classroom interactivity, promote greater involvement, and was adequate as a didactic tool. Students also thought that the SRS may have the potential to improve their learning and were generally satisfied with it. Contribution: The study contributes to teaching methods in accounting education by bringing evidence of efficacy of a web-based SRS from accounting students’ perspective. It also shows promising results when using SRS in accounting classes, especially when interactivity and active learning are considered educational goals.

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Using Socrative to Enhance Instruction in an Accounting Classroom

Cited by 12 publications

References 14 publications

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

Using digital formative assessments to improve learning in physics education

Usage of a Web-Based Student Response System (SRS) in the Classroom: An Analysis of Accounting Students’ Perception

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