Kahoot, win the learning race

Izquierdo-Álvarez, Vanessa; Lahuerta-Otero, Eva; Cordero-Gutiérrez, Rebeca

doi:10.1145/3284179.3284303

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Another important result refers to the non existence of significant differences in terms of gender and area of study (English and Mathematics) regarding the variables examined. Other studies [12] had similar results regarding gender.…”

Section: Discussionsupporting

confidence: 73%

Student Receptiveness to Kahoot! In Higher Education

Pires¹,

Pais²,

Chagas³

2019

INTED2019 Proceedings

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The use of technology in higher education has been increasing in the past few years and new online tools have emerged for very different purposes. Kahoot! is an example of a platform that can be used for reviewing content and motivating students for learning.Our research is based on data from a quantitative survey conducted in the previous school year and the participants were 86 undergraduate students from a Portuguese higher education institution. The preliminary results of the survey showed that students are very receptive to this tool and highly recommend it, as it promotes motivation. Other studies have shown that higher education students are usually receptive to web tools and consider technology can positively impact learning.To better understand students' responses to the platform, in this study we aim at analysing the results according to area of study and investigating new correlations between variables, specifically (i) gender vs receptiveness to Kahoot!, (ii) gender vs recommendation of its use and (iii) technology readiness vs receptiveness to Kahoot!.

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Section: Discussionsupporting

confidence: 73%

Student Receptiveness to Kahoot! In Higher Education

Pires¹,

Pais²,

Chagas³

2019

INTED2019 Proceedings

View full text Add to dashboard Cite

show abstract

“…El uso de smartphones, tabletas u ordenadores portátiles en la educación actual ha derivado en el desarrollo de una rama del conocimiento, acuñada como m-learning (Izquierdo-Alvarez et al, 2018). Con el propósito de aprender es cada vez más común la distribución entre los escolares de dispositivos móviles, para usar en cualquier momento y lugar (Song, 2014).…”

Section: Introductionunclassified

Aplicación plural de herramientas para gamificar. Análisis y comparativa

Abajo

Torre‐Díez

López-Coronado

et al. 2019

Libro De Actas IN-RED 2019: V Congreso De Innovación Edicativa Y Docencia en Red

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Los beneficios de la gamificación, como instrumento pedagógico para la motivación de los alumnos en su proceso de aprendizaje, están sobradamente demostrados. Este enfoque lúdico, basado en la competitividad que ofrece el juego, persigue el interés del discente por la materia, colocándole en un rol más activo y estimulándole a través de recompensas. Son muchas las herramientas que nos ofrecen para gamificar. El objetivo de este artículo es el análisis comparativo de algunas de las aplicaciones más conocidas para la realización de test en línea como KAHOOT!, SOCRATIVE, QUIZIZZ o GOOGLEFORMS. Ello nos permite considerar la más adecuada en cada caso para los contenidos evaluados en el aula.

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Dynamizing Theory-Based Classes in the Undergraduate Degree Programme in Translation and Interpreting Studies: The Use of Kahoot!

2020

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Kahoot! has emerged in the last years as a great tool to increase students' participation and motivation as well as enhancing the teaching-learning process and foster cross-curricular competences such as problem-solving and analytical and synthesis skills. This study describes an experience based on Kahoot! implemented in two groups of students from the Translation and Interpreting degree of the University of Granada. The students were enrolled in a general translation course and, for most of them, this course was their first contact with translation. Kahoot! quizzes were used during the first part of the course, which comprises five theoretical topics focused on several aspects of Translation Theory and Linguistics. Five different Kahoot! quizzes formed by ten questions were prepared to cover all the theoretical topics of the course. Therefore, after the presentation of each topic students had to play a Kahoot! to check if they had acquired the different contents exposed during the class. The results of the quizzes were used to evaluate students' academic performance as they accounted for 10% of their final mark.

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Kahoot, win the learning race

Cited by 3 publications

References 14 publications

Student Receptiveness to Kahoot! In Higher Education

Student Receptiveness to Kahoot! In Higher Education

Aplicación plural de herramientas para gamificar. Análisis y comparativa

Dynamizing Theory-Based Classes in the Undergraduate Degree Programme in Translation and Interpreting Studies: The Use of Kahoot!

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