A COMPARISON BETWEEN KAHOOT! AND SOCRATIVE IN TWO BUSINESS SUBJECTS IN UNIVERSITY EDUCATION Teresa Martínez-Fernández, Teresa Vallet-Bellmunt, Edurne Zubiria-Ferriols, Inma Bel-Oms, Ilu Vallet-Bellmunt Universitat Jaume I de Castelló (SPAIN) Abstract The Internet and the introduction of multimedia in the classroom allow students to experience situations that complement their training in a more challenging and active way. A great deal of progress has been made in this regard and, in recent years, several online tools have appeared as teaching aids. Some of these innovations are Kahoot! and Socrative, which belong to a new generation of Audience Response Tools (ART) linked to the utilisation of mobile devices in the classroom. If we bear in mind that one of the major concerns of university teaching staff is students' lack of motivation, introducing this sort of technological tools can be seen as a means to promote both their participation and motivation. On the basis of the aforementioned ideas, this study examines the effect of using these two on-line learning platforms (namely Kahoot! and Socrative) in different subjects of the Degrees in Business Administration and Finance and Accounting at a Spanish public university by comparing them in the academic year 2016/2017. The aim of this paper is threefold: firstly, to measure and assess the results obtained in terms of improvements in students' academic performance and motivation. Secondly, to analyse and determine to what extent the use of the ART, as a learning tool based on games, enables us to achieve, among other things: more dynamic and diverting sessions, interactive assessments of students' performance, higher levels of participation and subject learning in the classroom. Thirdly, to ascertain whether there are any significant differences between the results obtained in each of the ART employed. The innovative aspect of this research relies on the fact that it investigates the relevance of using new technologies in class to make theoretical classes more appealing to students. At the same time, it is also innovative in the sense that it tries to motivate students to study the subject in order to obtain a better final grade. Keywords: Kahoot!, Socrative, ART, smartphones, academic improvement. 1 INTRODUCTION: USING SMARTPHONES IN HIGHER EDUCATION The technological revolution has brought the emergence of the Internet, the evolution of wireless connections and the daily implementation of personal electronic devices. The arrival of smartphones, tablets or laptops has resulted in an important qualitative leap in learning contexts which has brought improvements and new opportunities, but also new challenges [1]. The first recent concept linking learning and technology is electronic learning (e-Learning), which is identified as the process of teaching and learning by means of electronic devices. In the beginning, and perhaps due to its strong link with the Web, this type of teaching was mainly related to distance learning [2]. In recent years, the term mobile learning (m-Learning) has become commonplace in educational contexts. This modality can be considered the natural evolution of e-Learning, which was fostered by technological advances in both devices and wireless communications. A great deal of interest towards this discipline has arisen among the scientific and educational community from the beginning of the 21st century. Consequently, a wide variety of definitions have been proposed in a number of publications [3, 4, 5]. m-Learning has two main particularities, which are: on the one hand, creating a strong technological dependence and; on the other hand, the fact that the learning process can be carried out anywhere Proceedings of EDULEARN17 Conference 3rd-5th July 2017, Barcelona, Spain ISBN: 978-84-697-3777-4 3439