Students´ Perception of Real-Time Quiz Kahoot! As a Review Tool in Higher Education: A Case of Study

Maria J Poblaciones, Teodoro Garcia-White, Concepción Marin

Abstract


The use of gamification has spread in recent years, proving to be an effective tool to increase student motivation. Among them stands out Kahoot!, an online questionnaire in which students compete among themselves by counting both the number of correct answers and the response speed. Its effectiveness has been tested mainly in primary and secondary students, with much less available information at higher levels. This study evaluates the opinion of 48 students in Plant Science, a subject of 2nd course of Agricultural Engineering Grade, after carrying out three Kahoot! questionnaires with 12 questions with a single-answer, with two weeks between one and the next. To evaluate the contents fixation a reunified quiz was done, one week after the last Kahoot!, chosen randomly five questions from each questionnaire. The satisfaction of more than 90% of the students was positive or very positive, mainly because of creating a more positive and participatory learning environment. The use as a scoring tool produces a decrease in the acceptance in some students, producing anxiety in 25% of the students, due to the limited available time in about 27% of students. Furthermore Kahoot! has been found as a efficient tool for consolidating knowledge, as the number of questions that the students have consolidated is greater than 20% in the three questionnaires carried out, regardless of whether the period elapsed was 5, 3 or 1 week.

Keywords


Kahoot!; Plant Science; game-based learning; higher education; learning

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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