The purpose of this research is to investigate the opinions of future teachers on theirexperience using Socrative exit tickets in the university classroom. For this purpose, theSocrative program was implemented as a learning tool within the education programs oftwo large universities in Spain, and a questionnaire was created by adapting instrumentsfrom previous research. The results show that the use of exit tickets improves the participants’reported attention and perceived abilities to reflect on, synthesize and analyze the coursecontent. In addition, the use of Socrative facilitates instructors in identifying the degree ofunderstanding or difficulties of students.
