Background. Self-evaluation or autonomous evaluation, understood as a practice in which students can judge their own achievements and reflect on them, is considered a key element in the assessment process of college education. A common procedure at University environments is to apply information and communication techniques to carry out self-assessment activities and record answers. The aim is to analyse if the e-self-assessment improves student performance, using tests for objective and short answers as a complementary activity in teaching through the virtual platform Moodle. Method. The sample consisted of 406 students of two subjects in the degree course for Primary and Early Childhood Education and in the degree course for Teacher of Primary Education; they had to fill in 100 question self-assessment questionnaires about the content of the subjects on the Moodle virtual learning platform and a satisfaction scale. Results. They confirm a high participation in this innovation methodology; the e-self assessment showed improvement of student achievement and increased the degree of student satisfaction. Conclusions. The e-self assessment would assist students to take an active role in their learning process, increase their achievement, promote their self-directed learning, and develop metacognitive skills.
En los últimos años se ha introducido la gamificación en las aulas, entendida como el uso de técnicas, elementos y dinámicas propias de los juegos en entornos ajenos al juego. En esta investigación, se ha utilizado una herramienta concreta de gamificación educativa, Kahoot!, plataforma gratuita que integra el juego en la actividad docente y requiere el uso de dispositivos móviles. Se trabajó con una muestra de 814 estudiantes de Educación Superior, de titulaciones, cursos y asignaturas diferentes en la rama de Ciencias Sociales. Cada grupo se dividió en grupo experimental (GE), encargado de realizar los kahoot, y grupo control (GC) que cursaban la asignatura pero no hacían los kahoot. El objetivo principal era mejorar el rendimiento de los alumnos universitarios con el empleo del kahoot. Los objetivos específicos propuestos eran fomentar la asistencia a las clases, reforzar la adquisición y el repaso de contenidos y conocer la opinión de los participantes. El ANOVA confirma que los estudiantes que realizaron los kahoot obtuvieron mejores calificaciones que los que no los habían hecho. Sin embargo, la realización de los kahoot por sí sola no es predictora del éxito académico. Pueden influir otras variables como la asistencia a las clases.
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