The integration of technology into education has become a cornerstone of modern pedagogical strategies, particularly in higher education. Among the various tools available, Wooclap has emerged as a powerful audience response system that transforms traditional learning environments into interactive, student-centred experiences. In this context, this contribution arises from the innovative educational project, FRA(IQ), built on previous successes of a former project TAC(IQ), where Wooclap demonstrated its ability to enhance student engagement, improve academic performance, and foster meaningful interactions between students and instructors. This work, therefore, focuses on expanding Wooclap’s use across a broad range of courses in the field of Chemical Engineering at the Universitat de València, while also addressing student perceptions and introducing gamification elements to further enrich the learning experience.

The initial implementation of Wooclap revealed significant benefits, particularly in transforming potential distractions —such as mobile phones and tablets— into interactive learning tools. Students and faculty alike reported increased engagement, improved understanding of complex theoretical concepts, and higher academic performance. These outcomes agreed with the 3 Engagement Learning Indexes, which highlighted Wooclap’s effectiveness in promoting cognitive, behavioural, and emotional engagement. However, some areas for improvement were identified, including the need for more homogeneous implementation across courses and a deeper understanding of student perceptions during tool usage. The current phase of the project addresses these gaps by expanding Wooclap’s use to a wider variety of courses, ensuring consistent integration regardless of the degree program or subject matter. Additionally, the project introduces gamification strategies, such as tournaments, to further motivate students and create a competitive yet collaborative learning environment. This dual approach—expanding Wooclap’s reach and enhancing its appeal through gamification—aims to maximize its impact on student engagement and academic outcomes.

The investigation employs a mixed-methods approach, combining quantitative data analysis with qualitative feedback from students and instructors. Quantitative data is collected through students’ academic performance. Qualitative data is gathered through surveys. These tools provide insights into student perceptions of Wooclap. Altogether, best practices and areas for improvement are evaluated through a comprehensive assessment of academic performance per subject. Additionally, the potential of gamification strategies was explored to further enhance student engagement. This represents a significant step forward in enhancing the appeal and effectiveness of Wooclap.

Keywords: Higher education, Chemical Engineering, Wooclap, student engagement, gamification, interactive learning.