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Using Interactive Response Systems in Economics: utility and factors influencing students’ attitudes

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Using Interactive Response Systems in Economics: utility and factors influencing students’ attitudes

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dc.contributor.author Bares López, Lydia es_ES
dc.contributor.author Fernández Pérez, Ana Mª es_ES
dc.contributor.author Ferrándiz León, Esther es_ES
dc.contributor.author Flores Varo, Mª Esther es_ES
dc.contributor.author León Rodríguez, Mª Dolores es_ES
dc.date.accessioned 2017-04-18T11:39:55Z
dc.date.available 2017-04-18T11:39:55Z
dc.date.issued 2017-04-10
dc.identifier.issn 2341-2593
dc.identifier.uri http://hdl.handle.net/10251/79737
dc.description.abstract [EN] 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%). es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof Multidisciplinary Journal for Education, Social and Technological Sciences
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Teaching innovation es_ES
dc.subject New technologies es_ES
dc.subject Interactive Response Systems (IRS) es_ES
dc.title Using Interactive Response Systems in Economics: utility and factors influencing students’ attitudes es_ES
dc.type Artículo es_ES
dc.date.updated 2017-04-18T10:45:49Z
dc.identifier.doi 10.4995/muse.2017.5476
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Bares López, L.; Fernández Pérez, AM.; Ferrándiz León, E.; Flores Varo, ME.; León Rodríguez, MD. (2017). Using Interactive Response Systems in Economics: utility and factors influencing students’ attitudes. Multidisciplinary Journal for Education, Social and Technological Sciences. 4(1):16-36. https://doi.org/10.4995/muse.2017.5476 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/muse.2017.5476 es_ES
dc.description.upvformatpinicio 16 es_ES
dc.description.upvformatpfin 36 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 4
dc.description.issue 1
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