Integration of plickers as a strategy for meaningful learning in higher education
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Abstract
This article presents a theoretical and methodological reflection on the implementation of the Plickers methodology as a formative assessment tool in courses within the area of strategic management in higher education. Based on a qualitative and exploratory approach, the study describes the design phases, analyzes the pedagogical and institutional conditions required for its application, and discusses the strengths, limitations, and future projections of the experience. The theoretical framework is grounded in meaningful learning, experiential learning, and the pedagogical use of digital technologies. An expanded comparative table of active learning methodologies similar to Plickers—such as Kahoot, Socrative, Quizizz, Mentimeter, and Nearpod. Finally, a rubric is proposed to assess the experience, aimed at instructors interested in innovating their pedagogical practices in the field of strategic management and related areas. The study concludes that Plickers has a high potential to energize the university classroom, provided that its integration is guided by rigorous pedagogical planning, teacher training, and curricular alignment.
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References
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