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Evaluating new technologies and education gamification in high education: the case of Kahoot!

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Evaluating new technologies and education gamification in high education: the case of Kahoot!

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dc.contributor.author Martínez-Molina, Sandra es_ES
dc.contributor.author Bueno, Lidia es_ES
dc.contributor.author Ferrer, Ana es_ES
dc.contributor.author Ripoll, Alejandro es_ES
dc.contributor.author Ródenas, Francisco es_ES
dc.date.accessioned 2019-07-03T07:43:49Z
dc.date.available 2019-07-03T07:43:49Z
dc.date.issued 2019-05-07
dc.identifier.isbn 9788490487112
dc.identifier.uri http://hdl.handle.net/10251/123075
dc.description.abstract [EN] The profile of students in higher education is changing and yet, in spite of this, traditional methodologies of teaching are used without considering either the changes or the available resources. Over the last few decades, the presence of technology in society has transformed many sectors and higher education should take the new opportunities offered to them. The goal of this pilot study is to introduce learning resources based on new technologies and education gamification by the implementation of Kahoot! in higher education. This methodology has been used with 53 students of the Degree in Social Work who are studying the subject "Research in Social Welfare Systems". An ad-hoc questionnaire made up of 22 questions was conducted, evaluating the seven principles of good feedback practices. Each item was accompanied by a Likert scale to reflect the student's degree of compliance with each statement. The results have shown that Kahoot! was regarded both as a fun way to learn by 88.7% of the students and a good way to identify the main contents of the subject by 86.8% of them. However, 43.4% of students did not see Kahoot! as a tool to learn new content and 49.1% thought that the learning outcomes obtained during the experience did not reflect their progress in the subject. The use of Kahoot! has shown some advantages and disadvantages. On the one hand, Kahoot! was regarded as a good way to review the content of the subject in a fun and interactive manner but, on the other hand, the students thought that it was not the best tool to learn new contents and to show their knowledge about the subject. The results have shown the limitations and opportunities that Kahoot! can offer in higher education. es_ES
dc.format.extent 10 es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof INNODOCT/18. International Conference on Innovation, Documentation and Education es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Innovation es_ES
dc.subject Teaching Technologies es_ES
dc.subject Documentation es_ES
dc.subject Kahoot! es_ES
dc.subject Gamification es_ES
dc.subject Higher education es_ES
dc.subject Social work es_ES
dc.subject Evaluation es_ES
dc.title Evaluating new technologies and education gamification in high education: the case of Kahoot! es_ES
dc.type Capítulo de libro es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.4995/INN2018.2018.8861
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Martínez-Molina, S.; Bueno, L.; Ferrer, A.; Ripoll, A.; Ródenas, F. (2019). Evaluating new technologies and education gamification in high education: the case of Kahoot!. En INNODOCT/18. International Conference on Innovation, Documentation and Education. Editorial Universitat Politècnica de València. 175-184. https://doi.org/10.4995/INN2018.2018.8861 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename INNODOCT 2018 es_ES
dc.relation.conferencedate Noviembre 14-16, 2018 es_ES
dc.relation.conferenceplace Valencia, Spain es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/INNODOCT/INN2018/paper/view/8861 es_ES
dc.description.upvformatpinicio 175 es_ES
dc.description.upvformatpfin 184 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela OCS\8861 es_ES


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