Article

DEVELOPING NEW LEARNING TOOLS IN THE CLASSROOM: THE KAHOOT EXPERIENCE🔗

DESARROLLANDO NUEVAS HERRAMIENTAS DE APRENDIZAJE EN EL AULA: LA EXPERIENCIA CON KAHOOT🔗

Spanish Full Article Citation
 

Author(s)🔗

Antonio José Carrasco-Hernández , Universidad de Murcia, Spain
Gabriel Lozano-Reina , Universidad de Murcia, Spain
María Encarnación Lucas-Pérez, Universidad de Murcia, Spain
María Feliz Madrid-Garre, Universidad de Murcia, Spain
Gregorio Sánchez-Marín , Universidad de Murcia, Spain

https://doi.org/10.35564/jmbe.2020.0014

Abstract🔗

Recent studies show that the use of self-assessment activities is a key learning mechanism, since they provide an important feedback that increases students’ motivation promoting greater responsibility on their own learning. Similarly, the evidence indicates that the use of gamification tools improves students’ extrinsic and intrinsic motivation. Combining these two approaches, this paper analyzes the role played by self-assessments activities performed using the Kahoot gamification tool and its impact on students’ learning process and outcomes –considering academic’s success and performance rates. Additionally, the gender has been considered in terms of its moderating effect on these relationships. Our findings indicate that students who have carried out self-assessment activities through Kahoot achieve higher success and performance rates compared to those students who have not. Moreover, we find that students' gender moderates the relationship between the use of Kahoot and their academic performance.

Keywords
kahoot, motivation, gamification, academic performance, student’s gender

Resumen🔗

Recientes investigaciones han puesto de manifiesto que el uso de autoevaluaciones constituye una importante estrategia de aprendizaje ya que, además de responsabilizar al estudiante de su propio aprendizaje, el feedback que le proporciona constituye un factor de gran relevancia motivacional. Asimismo, se han obtenido evidencias de que el uso de la gamificación puede introducir mejoras en la motivación, tanto extrínseca como intrínseca, del estudiante. Aunando ambos planteamientos, este trabajo analiza la influencia que tiene la realización de autoevaluaciones periódicas a través de un instrumento de gamificación –Kahoot– sobre los resultados del proceso de aprendizaje; resultados que se han estimado a partir de las tasas de éxito y rendimiento de los estudiantes. Adicionalmente, se ha analizado el género del estudiante con el fin de conocer si tiene un efecto moderador sobre las relaciones estudiadas. Los resultados muestran que los estudiantes que han realizado autoevaluaciones mediante Kahoot consiguen mayores tasas de éxito y rendimiento respecto de aquéllos que no las han realizado. Por otra parte, se observa que el género del estudiante modera la relación existente entre el uso de Kahoot y su rendimiento académico.

Palabras clave
kahoot, motivación, gamificación, rendimiento académico, género del estudiante

Received
1 April 2020

Accepted
21 July 2020

Copyright
This is an open access article under the CC BY-NC license.

Citation🔗

Carrasco-Hernández, A.J.; Lozano-Reina, G.; Lucas-Pérez, M.E.; Madrid-Garre M.F.; & Sánchez-Marín, G. (202x). Developing new learning tools in the classroom: the kahoot experience. Journal of Management and Business Education, x(x), x-x. https://doi.org/10.35564/jmbe.2020.0014

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