The current transformation of university teaching calls for active methodologies supported by digital tools that promote meaningful engagement, critical thinking, and transversal skill development. This paper presents a case study on the integration of Wooclap, a real-time interactive platform, into the Renewable Energy Master’s Program at the University of Zaragoza. The objective was to evaluate the pedagogical potential of Wooclap as a gamified tool to foster student participation, improve content retention, and enhance the learning experience in technical subjects with high conceptual complexity.

The intervention was implemented as a controlled pilot study during a semester-long course on Photovoltaic Systems, with a sample of 38 students. The course was delivered in a Blended-Learning format, combining face-to-face lectures with online asynchronous components via Moodle. Wooclap was integrated into weekly sessions through structured activities including real-time quizzes, conceptual warm-ups, word clouds, and visual prompts for problem-solving. These activities were strategically placed at key moments in the session (initial, intermission, and closing) to both activate prior knowledge and assess learning outcomes. Additionally, the tool was used to facilitate micro-assessments, stimulate peer discussion, and adapt the pace of content delivery based on immediate feedback. This allowed the instructor to respond dynamically to gaps in understanding, while encouraging a participatory learning climate. Students were not only exposed to interactive content but engaged in formative assessment practices that promoted reflection, knowledge consolidation, and retention of complex engineering concepts, such as shading losses, or dynamic mismatch in photovoltaic arrays.

Methodologically, both quantitative and qualitative data were collected. A comparative analysis of attendance, active participation, and academic performance was conducted between sessions using Wooclap and those delivered through traditional methods. A pre- and post-intervention survey was also administered to gather student perceptions regarding motivation, understanding, and digital engagement. Results showed a significant increase in participation rates (from 52% to 87%) and a notable improvement in average quiz performance (from 6.1 to 7.8 out of 10). Furthermore, 76% of students reported a perceived improvement in their comprehension of photovoltaic concepts, and 82% highlighted the motivational value of gamified interaction. Qualitative feedback emphasized that the anonymity of responses lowered anxiety levels, encouraged more active involvement, and created a more inclusive classroom atmosphere. Several students pointed out that the visual and immediate nature of the feedback enabled them to correct misconceptions in real time, thus improving learning transfer.

In conclusion, the integration of Wooclap proved to be a successful strategy to promote active learning and gamified participation, particularly in technical disciplines that often present cognitive barriers to learners. The evidence suggests that interactive platforms not only improve student engagement but also serve as diagnostic and reflective tools for instructors, enabling real-time pedagogical decisions. This case study supports the adoption of gamification as a scalable and transferable model for curriculum innovation, particularly within STEM programs seeking to modernize traditional lecture formats.

Keywords: Digital-Games, Flipped-Teaching, Blended Learning, Game-based Learning and Gamification, New experiences in education, Quizzes, New Trends and Experiences, Higher Education, Learning and Teaching Innovations.