Analysis of the effectiveness of using Kahoot! in university degrees in building engineering

  1. José David Bienvenido Huertas 1
  2. Miguel Ángel León Muñoz 2
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Revista:
JOTSE

ISSN: 2013-6374

Año de publicación: 2023

Volumen: 13

Número: 1

Páginas: 288-300

Tipo: Artículo

DOI: 10.3926/JOTSE.1984 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: JOTSE

Resumen

Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students’ performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students’ performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering.

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Fuente de los datos: Dialnet