Assessment of the Use of Kahoot! en Face-to-Face and Virtual Higher Education
Abstract 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.
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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
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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.
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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
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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
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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
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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
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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.
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