Evaluación del empleo de Kahoot! en la enseñanza superior presencial y no presencial

  1. Hernández-Ramos, Juan Pablo 1
  2. Belmonte, María Luisa 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Aldizkaria:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Argitalpen urtea: 2020

Zenbakia: 21

Mota: Artikulua

DOI: 10.14201/EKS.22910 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Education in the knowledge society (EKS)

Laburpena

There are many technological resources available to university teachers, and their use, with a transparent teaching methodology, can improve and update higher education, both in face-to-face and virtual training. Platforms such as Kahoot!, accompanied by the student’s smartphone, allow the teacher to create a classroom response system (CRS) a fast and straightforward way. The present study, with a non-experimental design, is developed to assess the use of this tool in higher education, both in a face-to-face format and through a virtual learning environment. After applying an electronic questionnaire (20 items; ?=.958) to a sample of 148 students (94 in the face-to-face mode and 54 in the virtual mode) whose teachers had used Kahoot! with the same methodological planning, a high degree of predisposition for their employment as future teaching professionals and positive perception of the resource is detected, especially when assessing their potential for self-assessment of the learning process and assimilation of the basic concepts of the subject. Likewise, after the Mann-Whitney U test, it was found that students in the virtual mode showed a higher score than those in the face-to-face mode. It concludes by stressing the importance of teachers using technological resources such as Kahoot to promote innovative methodologies for the benefit of quality higher education. Besides, as a consequence of the previous studies, it is considered that the discrepancies found are due to a more positive evaluation in the training modality where the use of this type of resources is more innovative.

Erreferentzia bibliografikoak

  • Ar, N. A. (2016). Oyunlaştırmayla öğrenmenin meslek lisesi öğrencilerinin akademik başarı ve öğrenme stratejileri kullanımı üzerine etkisi (Master’s Thesis). Sakarya University, Institute of Educational Sciences, Sakarya.
  • Arabacı, İ. B., & Polat, M. (2013). Dijital yerliler, dijital göçmenler ve sınıf yönetimi. Elektronik Sosyal Bilimler Dergisi, 12(47), 11-20.
  • Barrio, C. M, Muñoz-Organero, M., & Soriano, J. S. (2016). Can gamification improve the benefits of student response systems in learning? An experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429-438. doi:https://doi.org/10.1109 / TETC.2015.2497459
  • Baszuk, P. A., & Heath, M. L. (2020). Using Kahoot! to increase exam scores and engagement. Journal of Education for Business, 1-5. doi:https://doi.org/10.1080/08832323.2019.1707752
  • Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93. doi:https://doi.org/10.3991/ijet.v13i02.7467
  • Bosworth, A. (2012). Keas: Developing a Successful Game-Based Employee Wellness Program. Games for Health Journal, 1(3), 189-191. https://doi.org/10.1089/g4h.2012.0020
  • Boza, J., Pérez, J. V., & Ledesma, L. (2016). Introducción a las técnicas de muestreo. Ediciones Pirámide.
  • Del Cerro, G. M. (2015). Aprender jugando, resolviendo: diseñando experiencias positivas de aprendizaje. XII Jornadas Internacionales de Innovación Universitaria Educar para transformar: Aprendizaje experiencial. https://goo.gl/x6Z70t
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
  • Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(9), 1-36. doi:https://doi.org/10.1186/s41239-017-0042-5
  • Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi:https://doi.org/10.1016/j.compedu.2012. 12.020
  • Fernández, A., Olmos, J., & Alegre, J. (2016). Valor pedagógico del repositorio común de conocimientos para cursos de dirección de empresas. Revista d´innovació Educativa, 16, 41-42. doi:https://doi.org/10.7203/attic.16.8044
  • Fuentes, J. L., Albertos, J., & Torrano, F. (2019). Hacia el Mobile-Learning en la escuela: Análisis de factores críticos en el uso de las tablets en centros educativos españoles. Education in the knowledge society (EKS), 20, 3. doi:https://doi.org/10.14201/eks2019_20_a3
  • García-Peñalvo, F. J., & Seoane-Pardo, A. M. (2015). An updated review of the concept of eLearning. Tenth anniversary. Education in the Knowledge Society, 16(1), 119-144. doi:https://doi.org/10.14201/eks2015161119144
  • Graham, K. (2015). TechMatters: Getting into Kahoot! (s): Exploring a game-based learning system to enhance student learning. LOEX Quarterly, 42(3), 6-7.
  • Gros, B., & García-Peñalvo, F.J. (2016). Future trends in the design strategies and technological affordances of e-learning. In M. Spector, B.B. Lockee, & M.D. Childress (Eds.). Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (pp. 1-23). Switzerland: Springer International Publishing. doi:https://doi.org/10.1007/978-3-319-17727-4_67-1
  • Guimares, D. (2015). Kahoot: quizzes, debates e sondagens. En A. A. A. Carvalho. Apps para dispositivos móveis: manual para professores, formadores e bibliotecários (pp. 203-224). http://goo.gl/btf1G3
  • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161. doi:https://doi.org/10.1016/j.compedu.2014.08.019
  • Hernández-Sampieri, R. (2014). Metodología De La Investigación (Edición: 6). McGraw-Hill.
  • Hernández-Ramos, J. P., Torrijos, P., & Martínez-Abad, F. (2018). Kahoot como herramienta de repaso en la enseñanza universitaria. Opiniones de los estudiantes. En J. Valverde-Berrocoso (Ed.), Campus Digitales en la educación Superior (pp. 555-563). Universidad de Extremadura.
  • Holbrey, C. E. (2020). Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres. Technology, Pedagogy and Education, 1-12. doi:https://doi.org/10.1080/1475939X.2020.1737568
  • Icard, S. B. (2014). Educational technology best practices. International Journal of Instructional Technology and Distance Learning, 11(3), 37-41.
  • Ismail, M. A. A., & Mohammad, J. A. M. (2017). Kahoot: a promising tool for formative assessment in medical education. Education in Medicine Journal, 9(2), 19-26. doi:https://doi.org/10.21315/eimj2017.9.2.2
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146-151.
  • Licorish, S. A., George, J. L., Owen, H. E., & Daniel, B. (2017). “Go Kahoot!” enriching classroom engagement, motivation and learning experience with games. In Proceedings of the 25th International Conference on Computers in Education, (ICCE 2017) (pp. 755-764). Christchurch, New Zealand: Asia-Pacific Society for Computers in Education.
  • Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(9), 1-12. doi:https://doi.org/10.1186/s41039-018-0078-8
  • Maesaroh, M., Faridi, A., & Bharati, D. A. L. (2020). The effectiveness of socrative and kahoot to teach grammar to students with different interest. English Education Journal, 10(1), 366-373.
  • Martínez-Abad, F., & Hernández-Ramos, J. P. (2017). Flipped Classroom con píldoras audiovisuales en prácticas de análisis de datos para la docencia universitaria: Percepción de los estudiantes sobre su eficacia. En S. Perez Aldeguer, G. Castellano Perez, & A. Pina Calafi (Eds.), Propuestas de innovación educativa en la sociedad de la información (pp. 92-105). Adaya Press.
  • Martínez-Navarro, G. (2017). Tecnologías y nuevas tendencias en educación: aprender jugando. El caso de Kahoot. Opción: Revista de Ciencias Humanas y Sociales, (83), 252-277.
  • Méndez, D., & Slisko, J. (2013). Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: an initial feasibility study with prospective teachers. European Journal of Physics Education, 4(2), 17-24.
  • Monterrat, B., Lavoué, E., & George, S. (2013). Toward Personalized Gamification for Learning Environments. In 4th Workshop on Motivational and Affective Aspects in Technology Enhanced Learning (MATEL 2013) in conjunction with EC-TEL 2013. Berlín: Springer. doi:https://doi.org/10.1145/2513002.2513024
  • Moya, M. M., Carrasco, M., Jiménez, M. A., Ramón, A., Soler, C., & Vaello, M. T. (2016). El aprendizaje basado en juegos: experiencias docentes en la aplicación de la plataforma virtual “Kahoot”. Actas XIV Jornadas de Redes de Investigación en Docencia Universitaria. Alicante, 30 de junio y 1 de julio de 2016. http://goo.gl/V10iVk
  • Pintor, E., Gargantilla, P., Herreros, B., & López, M., (2014). El aprendizaje basado en juegos: experiencias docentes en la aplicación de la plataforma virtual “Kahoot”. XI Jornadas Internacionales de Innovación Universitaria. Educar para transformar. http://goo.gl/l4lCvA
  • Pintor, P. (2017). Gamificando con Kahoot en evaluación formativa. Revista Infancia, Educación y Aprendizaje, 3(2), 112-117. doi:https://doi.org/10.22370/ieya.2017.3.2.709
  • Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158. doi:https://doi.org/10.1177/2379298116689783
  • Prensky, M. (2001). Digital natives, digital immigrants. In K. L. Blair, J. Almjeld, & R. M. Murphy. Cross Currents, cultures, communities and technologies (pp. 45-77). Boston: Wadswhorth.
  • Resmayani, N. P. A., & Putra, I. N. T. D. (2020). Gamification: Using Kahoot! to make students love the class from the very Beginning. Linguistics and ELT Journal, 7(1), 10-18.
  • Rincón-Flores, E., Ramírez-Montoya, M. S., & Serra-Barragán, L. A. (2017). Gamificación basada en retos en el MOOC «La reforma energética en México y sus oportunidades». En M. S. Ramírez-Montoya y A. Mendoza-Domínguez (Eds.). Innovación y Sustentabilidad Energética: Formación con MOOCs e investigación educativa (pp. 57-83). Madrid: Narcea.
  • Rodríguez-Fernández, L. (2017). Smartphones y aprendizaje: el uso de Kahoot en el aula universitaria. Revista Mediterránea de Comunicación, 8(1), 181-190. doi:https://doi.org/10.14198/MEDCOM2017.8.1.13
  • Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: an opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44. doi:https://doi.org/10.14307/JFCS105.2.12
  • Rojas-López, A., Rincón-Flores, E. G., Mena, J. J., García-Peñalvo, F. J., & Ramírez-Montoya, M. S. (2019). Engagement in the course of Programming in Higher Education through the use of Gamification. Universal Access in the Information Society, 18(3), 583-597. doi:https://doi.org/10.1007/s10209-019-00680-z
  • Romero-Rodríguez, L.M., Torres-Toukoumidis, A., & Pérez-Rodríguez, A. (2017). Modelo Integrado de Gamificación en Ambientes E-Learning (E-MIGA). Revista Complutense de Educación, 28(1), 129-145. doi:https://doi.org/10.5209/RCED.52117
  • Sales, G. L., Cunha, J. L. L., Gonçalves, A. J., Da Silva, J. B., & Dos Santos, R. L. (2017). Gamificação e ensinagem híbrida na sala de aula de física: metodologias ativas aplicadas aos espaços de aprendizagem e na prática docente. Conexões-Ciência e Tecnologia, 11(2), 45-52. doi:https://doi.org/10.21439/conexoes.v11i2.1181
  • Siegel, S. (1990). Estadística no paramétrica para ciencias de la conducta. México: Trillas.
  • Sampedro, B. E., & Marín, V. (2017). El Kahoot! bajo el prisma de la inclusión. Percepciones del alumnado de Grado de Primaria. En J. Ruiz Palmero, J. Sánchez-Rodríguez, y E. Sánchez-Rivas (Edit.). Innovación docente y uso de las TIC en educación. Málaga: UMA Editorial.
  • Santos, J. A., & Freitas, A. L. C. (2017). Gamificação aplicada a educação: um mapeamento sistemático da literatura. RENOTE, 15(1). doi:https://doi.org/10.22456/1679-1916.75127
  • Siegle, D. (2015). Technology: Learning can be fun and games. Gifted Child Today, 38(3), 192-197. doi:https://doi.org/10.1177/1076217515583744
  • Sánchez-Prieto, J. C., Hernández-García, Á., García-Peñalvo, F. J., Chaparro-Peláez, J., & Olmos-Migueláñez, S. (2019). Break the walls! Second-Order barriers and the acceptance of mLearning by first-year pre-service teachers. Computers in Human Behavior, 95, 158-167. doi:https://doi.org/10.1016/j.chb.2019.01.019
  • Sánchez-Prieto, J. C., Olmos, S., & García-Peñalvo, F. J. (2017). ¿Utilizarán los futuros docentes las tecnologías móviles?: Validación de una propuesta de modelo TAM extendido. RED: Revista de Educación a Distancia, 52, 5. doi:https://doi.org/10.6018/red/52/5
  • Silva, J. B. (2017). O contributo das tecnologias digitais para o ensino híbrido: o rompimento das fronteiras espaço-temporais historicamente estabelecidas e suas implicações no ensino. ARTEFACTUM, 15(2), 1-11. http://artefactum.rafrom.com.br/index.php/artefactum/article/view/1531
  • Silva, J. B., Andrade, M. H., Rodrigues, R., Sales, G. L., & Vieira, F. R. (2018). Tecnologias digitais e metodologias ativas na escola: o contributo do Kahoot para gamificar a sala de aula. Revista Thema, 15(2), 780-791. doi: https://doi.org/10.15536/thema.15.2018.780-791.838
  • Solanki, P., Khan, O., & Iqbal, M. (2020). Use of Kahoot! to promote interactivity and social learning during multiple-choice questions. BMJ Simulation and Technology Enhanced Learning, 6(1), 35-36. doi: https://doi.org/10.1136/bmjstel-2018-000337
  • Torres-Toukoumidis, Á., Ramírez-Montoya, M. S., & Romero-Rodríguez, L. M. (2018). Valoración y evaluación de los Aprendizajes Basados en Juegos (GBL) en contextos e-learning. Education in the Knowledge Society, 19(4), 109-128. doi:https://doi.org/10.14201/eks2018194109128
  • Torrijos, P., Hernández-Ramos, J. P., & García, M. J. (2018). Estudio sobre la influencia de la asistencia a clase virtual en el rendimiento académico. En J. Valverde-Berrocoso (Ed.), Campus Digitales en la educación Superior (pp. 256-263). Universidad de Extremadura.
  • Vinzi, V. E., Chin, W. W., Henseler, J., & Wang, H. (Eds.). (2010). Handbook of Partial Least Squares: Concepts, Methods and Applications. Springer-Verlag.
  • Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers and Education, 82, 217-227. doi:https://doi.org/10.1016/j.compedu.2014.11.004
  • Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! In Proceedings from the 10th European Conference on Games Based Learning, (p. 738). Reading, UK: Academic Conferences International Limited.
  • Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning-A literature review. Computers & Education, 149, 1-22. doi:https://doi.org/10.1016/j.compedu.2020.103818
  • Webber, C. G., Spindola, M. M., Otobelli, E. S., Giron, G. R., Dall, G., Poloni, L., Puziski, M., Padilha, R., & Do Prado, M. F. W. (2016). Reflexões sobre O Software Scratch no Ensino de Ciências e Matemática. RENOTE-Revista Novas Tecnologias na Educação, 14(2), 1-10. doi:https://doi.org/10.22456/1679-1916.70668
  • Yapıcı, I. U., & Karakoyun, F. (2017). Gamification in biology teaching: A sample of kahoot application. Turkish Online Journal of Qualitative Inquiry, 8(4), 396-414. doi:https://doi.org/10.17569/tojqi.335956
  • Zarzycka, E. (2016). Kahoot it or not? Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17-36.
Datuen iturria: Dialnet