The advancement of Information and Communication Technologies (ICT), alongside the transformation of the European Higher Education Area (EHEA) and broader societal changes, has significantly reshaped the university teaching landscape. Traditionally, academic lectures have centered around the role of faculty as the primary source of knowledge transmission. However, in recent years, there has been a notable shift towards a more student-centered approach, fostering increased participation and interaction in classroom environments. This evolution underscores the growing emphasis on student engagement as a key factor in enhancing the quality of education. Given this shift, the integration of interactive tools designed to promote student involvement has become increasingly relevant in higher education institutions. Despite their rising adoption, uncertainties remain, particularly regarding students' perceptions of their effectiveness in supporting learning. This is especially evident when comparing undergraduate and postgraduate students, whose experiences and expectations may differ significantly. To address this issue, the present study investigates whether there are notable differences in how students at different academic levels perceive the role of ICT in their learning process. Conducted during the 2022/23 and 2023/24 academic years, the study employed an electronic voting system in selected undergraduate and master's courses at the Faculty of Economics at the University of Valencia. This system enabled students to respond to questions related to previously covered course content, allowing for an assessment of its impact on engagement and comprehension. The results revealed highly positive feedback, particularly among undergraduate students, emphasizing the value of ICT in fostering an interactive and engaging classroom experience. Additionally, the study highlights significant differences in how undergraduate and postgraduate students perceive these tools, with findings suggesting that interactive ICT plays a more influential role in the learning process of undergraduate students compared to their postgraduate counterparts. Based on these findings, this research advocates for higher education institutions to actively promote the integration of ICT tools into teaching methodologies and to provide faculty with the necessary training to effectively utilize these resources. By doing so, universities can create a more engaging and dynamic learning environment that meets the diverse needs of students at different academic levels.

Keywords: ICT, undergraduate students, postgraduate students, gamification, higher education.