Academic impact of a knowledge-building approach via instant messaging among university students

Abstract

This study evaluates a technology-enhanced methodology aimed at fostering interactive learning and increasing student engagement in university settings. The approach combines theoretical instruction with collaborative exercises, dynamic visual representations, and real-time feedback while maintaining student anonymity. After introducing each new concept through graphical explanation and instructor-led problem-solving, students are challenged with a similar problem to solve in small groups. Using WhatsApp, each group submits a graphical solution anonymously via a designated “head student,” which enables the instructor to assess understanding and facilitate discussion without exposing individual identities. The method is repeated several times per session to reinforce learning through immediate feedback and peer comparison. The findings indicate a significant positive effect on classroom dynamics and academic performance. Student participation increased from 71.4% to 86%, and midterm exam attendance improved notably (Subj_1: 72.9% to 90.8%; Subj_2: 67.7% to 76.5%). Engagement in classroom activities also showed consistent growth. Pass rates increased from 58.6% to 65.8% in Subj_1 and from 30.2% to 41.2% in Subj_2, despite a marginal decline in the average grades of passing students. Additionally, students demonstrated enhanced problem-solving skills and improved graphical and schematic representation of key concepts. Teaching evaluation surveys provided positive feedback, rating the methodology as more dynamic and effective than traditional approaches. Beyond facilitating the acquisition of complex concepts, the methodology improved student confidence, motivation, and active participation, promoting deeper and more meaningful learning experiences.