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Abstract

Purpose In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills. Design/methodology/approach The method implemented follows the principles of action research. Findings The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades. Originality/value This paper presents an innovation proposal that aims to observe how students acquire more competences.

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... Throughout recent years, many influential academics around the world have been interested in investigating Kahoot incorporated into a broad multidisciplinary context of the study (Esteves et al., 2017;Guardia et al., 2019;Ismail et al., 2019;Kinder & Kurz, 2018;Lee et al., 2019;Martins et al., 2019;Rahman et al., 2018). Those all works of literature agree that Kahoot can potentially facilitate pedagogical practices. ...
... This data suggests that Kahoot can create an energetic competitive environment (Baszuk & Heath, 2020) through a game-like learning experience that can considerably affect students' learning. This empirical data confirmed the work of several previous studies (Baszuk & Heath, 2020;Gani et al., 2016;Guardia et al., 2019;Licorish et al., 2018;Martins et al., 2019;Mu & Paparas, 2015;Wang, 2015;Wang & Lieberoth, 2016), which also resulted that the participants enjoyed the competitive elements in Kahoot session. On the contrary, some existing literature reported contradictory findings that the students were not enjoyable with the competitive element in the Kahoot system and the teachers felt anxious that this competitive gaming element made the students experienced anxiety during the Kahoot session (Baydas & Cicek, 2019;Zarzycka-piskorz, 2016). ...
... When asked to respond the item 9, participants believe that Kahoot game-based environment significantly affected the students' learning motivation levels. This result illustrated consistency with the research findings of other contemporary researches (Batsila & Tsihouridis, 2018;Bawa, 2018;Baydas & Cicek, 2019;Esteves et al., 2017;Guardia et al., 2019;Hou, 2018;Jones et al., 2019;Lauermann & Barbosa, 2018;Licorish et al., 2018;Wang, 2015;Wang & Lieberoth, 2016;Wang & Tahir, 2020) confirming that the Kahoot session positively influenced the motivation levels of the students. However, when Furthermore, participants expressed overwhelming agreement (92.6%) in responding to item 10. ...
Article
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Now, EFL pedagogical practices have gradually transformed from traditional classrooms into digital learning. Within this context, mobile devices have now been considered as an auspicious medium for future learning. This study investigated how EFL instructors from different secondary education institutions viewed the in-class use of Kahoot in English-language classrooms. To this end, they were invited to fill a 13-items web-based questionnaire covering several categories: factual, behavioral, and attitudinal. Twenty-seven (n=27) Indonesian EFL instructors in secondary education at both public and private high schools mostly located in East Java, Indonesia, voluntarily participated in this present study by completing the online survey. The results indicated that participants mostly demonstrated positive feelings toward the utilization of Kahoot in EFL classrooms. It showed that Kahoot was perceived as a promising software application to enhance the English-language learning process. To explore the effectiveness of this online game-based platform, more future-related research with large-scale participants in broader geographic regions should be carried out in this area.
... Numerous prior studies have demonstrated the effectiveness of Kahoot gamification in the higher education context (Bicen and Kocakoyun, 2018;Wichadee and Pattanapichet, 2018;Guardia et al., 2019;Holbrey, 2020;Figuccio and Johnston, 2021). Guardia et al. (2019) performed a case study in the higher education context. ...
... Numerous prior studies have demonstrated the effectiveness of Kahoot gamification in the higher education context (Bicen and Kocakoyun, 2018;Wichadee and Pattanapichet, 2018;Guardia et al., 2019;Holbrey, 2020;Figuccio and Johnston, 2021). Guardia et al. (2019) performed a case study in the higher education context. The data acquired in the questionnaire demonstrates that students generally enjoyed the use of Kahoot, the results presented that this app is a perfect example of gamification, it could be assumed, with some risk of error, that these new study techniques enhance students' perspectives of the particular topic, as these tools increase student engagement in the classroom while continuing to improve their experience by providing them with technological tools that can be replicated in the future. ...
Article
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In language learning environments, technology is rapidly manipulated to encourage engagement, promote autonomy, and boost motivation. Many instructors have initiated to exploit online platforms and tools as a more engaging alternative to conventional activities. One of the engaging, and enjoyable games is Kahoot. The purpose of this study is to perceive the course content of Kahoot in the classroom to increase exam scores in vocabulary, and boost student engagement, and motivation. In addition, this study also explored the issues encountered by students in vocabulary learning through Kahoot. The impact of gamification on student achievement was assessed using quantitative and qualitative methods on the first-year students of the English department (N = 82). The findings revealed that incorporating Kahoot for teaching vocabulary effectively allows learners to expand a deeper understanding of vocabulary and course concepts indicated by exam scores improvement. This method also has a positive impact on student engagement as well as motivation. Furthermore, rigorous future research is needed to fully understand Kahoot’s efficacy and to improve pedagogy in the vocabulary classroom.
... There are studies concretely focused on Kahoot! that analyze the positive effects of its use on motivation exploring students' perceptions through surveys, interviews or other qualitative tools (Aktekin, Celebi & Aktekin, 2018;Cárdenas-Mancada et al., 2020;Esteves et al., 2018;Minton & Bligh, 2021;Plump & LaRosa, 2017;Tan Ai Lin et al., 2018;Yapici & Karakoyun, 2017). Other previous papers include grades in the analysis, such as Guardia et al. (2019), but they do not establish the relationship between the use of Kahoot! and the official marks got by the students. They compare the scores of Kahoot! with the results of a test carried out as a reflection of the traditional evaluation method, but not considered as official marks and conclude that Kahoot! is an evaluation method that improves performance (Guardia et al., 2019). ...
... Other previous papers include grades in the analysis, such as Guardia et al. (2019), but they do not establish the relationship between the use of Kahoot! and the official marks got by the students. They compare the scores of Kahoot! with the results of a test carried out as a reflection of the traditional evaluation method, but not considered as official marks and conclude that Kahoot! is an evaluation method that improves performance (Guardia et al., 2019). ...
Article
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The purpose of this study is to examine Kahoot! in higher education, specifically in subjects of financial accounting, and explore if its use means higher marks. We analyze the marks of 232 students of Financial Accounting of the Business and Management Degree of the University of Murcia (Spain). The sample comprises two groups of students, depending on whether or not games are used in the classroom, and the marks of the continuous assessment exercises, the final exam, and the final mark in the subject are compared to check if there are differences between groups. This means that we finally analyze a database of 794 marks. The results indicate that students who played get better academic results than those who did not use Kahoot! The current pandemic situation has changed the way of teaching and at university, it is mainly virtual, which can make teaching and learning more tedious and less motivating. For this reason, the use of gamification can be easily implemented in order to avoid all these inconveniences and positively affect the students' marks.
... Hal tersebut juga dijelaskan oleh Mei et al., (2019) bahwa perubahan dalam praktik pendidikan dan pengembangan teknologi telah menyebabkan peningkatan penggunaan alat pembelajaran berbasis digital pada pendidikan tinggi. Menurut Guardia, et al., (2019) bahwa perlu adanya sistem evaluasi partisipatif yang dengan metode penilaian tingkat tinggi dan dapat menghasilan partisipasi siswa menjadi lebih besar sehingga siswa lebih berdaya dan dapat meningkatkan kualitas pendidikan. ...
... Hingga saat ini telah 70 juta pengguna aktif atau pengajar menggunakan kahoot dan 1,6 milyar peserta didik memainkan permainan ini (Fauzan, 2019). Menurut Guardia et al., (2019) Kahoot adalah alat gamification untuk melihat kemampuan siswa melalui soal-soal, berupa platform online untuk melakukan tes pilihan ganda. Kahoot dapat ditemukan dan diakses melalui alamat website https://kahoot.com/ ...
Article
This study aims to determine the effectiveness of the kahoot application as an evaluation tool for students in terms of student motivation and attention. This type of research is quantitative, with a one shot case study design. The population in this study were all 3rd semester students of the Riau University Biology Education Study Program who took the instructional media course, the sampling in this study was through purposive sampling, which is one class of the 3rd semester students who took the instructional media course. The research instrument consisted of a motivation and attention questionnaire which was used after the students had conducted lectures with an evaluation sistem using the kahoot application, observation sheets and a list of interview questions. The validity and reliability of the motivation and attention questionnaires have been tested, the reliability value of the motivation and attention questionnaire is 0.835. The results showed that the level of effectiveness of the kahoot application on student motivation was 82.6% with the very effective category and 80.6% for student attention with the very effective category. So it can be concluded that the kahoot application is very effective as an evaluation tool in terms of motivation and attention. Keywords: effectiveness, kahoot, evaluation tool ABSTRAK. Penelitian ini bertujuan untuk mengetahui efektivitasi aplikasi kahoot sebagai alat evaluasi pada mahasiswa ditinjau dari motivasi dan atensi mahasiswa. Jenis penelitian ini adalah kuantitatif, dengan desain penelitian one shot case study. Populasi pada penelitian ini adalah seluruh mahasiswa semester 3 Program Studi Pendidikan Biologi Universitas Riau yang mengikuti mata kuliah media pembelajaran, pengambilan sampel pada penelitian ini melalui purposive sampling, yaitu salah satu kelas mahasiswa semester 3 yang mengikuti mata kuliah media pembelajaran. Instrumen penelitian terdiri dari angket motivasi dan atensi yang digunakan setelah mahasiswa melakukan perkuliahan dengan sistem evaluasi menggunakan aplikasi kahoot, lembar observasi dan daftar pertanyaan wawancara. Angket motivasi dan atensi telah diuji validitas dan reliabilitasnya, nilai reliabilitas pada angket motivasi dan atensi adalah 0,835. Hasil penelitian menunjukkan bahwa tingkat keefektifan aplikasi Kahoot terhadap motivasi mahasiswa yaitu sebesar 82,6% dengan kategori sangat efektif dan untuk atensi mahasiswa yaitu sebesar 80,6% dengan kategori sangat efektif. Sehingga dapat disimpulkan bahwa aplikasi Kahoot sangat efektif sebagai alat evaluasi ditinjau dari motivasi dan atensi. Kata kunci: efektivitas, kahoot, alat evaluasi.
... Since it is obvious that outdated education techniques and methods are far less operative to boost up the talented employees who play their constructive role in the rapidly changing and uncertain modern society, universities and other higher learning institutions revolutionize their methods and techniques and outlines of the education programs (Chaminade and Lundvall, 2019). For innovations in higher learning institutions, the researchers have impulsed the education specialists to train a new talent of leadership that emboldens employees to uphold their organizations and to surpass performance expectations (Al-Husseini and Elbeltagi, 2016;Guardia et al., 2019). Education has its crucial role in the formation of human capital and to raise their productivity and efficiency that leads the economy to sustainable development. ...
... So, it is a dire need to find out the elements that provoke IB in public sector employees (Miao et al., 2018), especially in the context of developing countries such as Pakistan. Yet, few kinds of research studies have examined the antecedents of IB among public sector employees (Bysted and Hansen, 2015;Guardia et al., 2019). Using a quantitative approach by incorporating a self-administered questionnaire and underpinning the psychological empowerment theory, the present study examines whether public service motivation (PSM) defined as "a particular form of altruism or prosocial motivation that is animated by specific dispositions and values arising from public institutions and missions" (Perry and Hondeghem, 2008) stimulates their IB by augmenting their psychological empowerment (PSE). ...
Article
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Purpose Innovations are imperative for organizational growth and sustainability. This study focuses on the employees' innovative behavior, a source of organizational innovations, which has received substantial attention from the researchers. Based on the psychological empowerment theory, the study exposes the effect of the various dimensions of public service motivation (PSM) on employees' innovative behavior (IB) in public sector institutions especially in the context of developing countries such as Pakistan. Moreover, the study also investigates the mediating role of psychological empowerment (PSE) between the dimensions of PSM and IB. Design/methodology/approach This study used the cross-sectional research design. By using random sampling, the adapted survey questionnaires were used to collect data from 346 faculty members of public sector universities located in provincial capitals of Pakistan. A partial least square–structural equation modeling (PLS-SEM) tool was used to assess the proposed hypotheses through SMART-PLS software. Findings Results revealed that attraction to policymaking (APM), compassion (COM), self-sacrifice (SS) have a significant impact on employees' PSE and their innovative behavior, while the relationship of commitment to the public interest (CPI) with PSE and IB was found insignificant. Moreover, PSE partially mediated the relationship between PSM dimensions and employees' IB. Originality/value There was a scarcity of research on IB especially in public sector institutions such as academia. This study theoretically contributed to the literature by providing a refined picture in assessing the proposed relationship of the constructs. This is also one of the original studies that examine the relationship between the dimensions of PSM and IB.
... Literature confirms that gamification, the practice of using game-like mechanics in non-game contexts (Baptista & Oliveira, 2019;Brigham, 2015;Brophy, 2015;Cruaud, 2016;Deterding et al., 2011;Domínguez et al., 2013;Yıldırım & Şen, 2019), has received increased attention in the educational sector for its multiple benefits (Karagiorgas & Niemann, 2017). The gamification mechanism incorporating into the teaching-learning scenario will be a motivational factor for the students to create a more active and attractive learning atmosphere in the classroom (Guardia et al., 2019), foster students" engagement (Huang et al., 2018;Millis et al., 2017), and enrich their online learning experience (Brophy, 2015). ...
... Several studies support this finding. The results of action research by Guardia et al. (2019) in one of the universities in Barcelona, Spain, also indicate that the participants generally have positive values concerning the use of Kahoot! in class. A research by Plump & LaRosa (2017) also reports the identical claim that there was a high-level acceptance (88.7%) on Kahoot! ...
Article
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This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.
... However, for the inclusion of alternative and innovative learning methods in the teachinglearning process to be appropriate, an effort is needed, both from those responsible for managing the educational centres [13] and from the teachers themselves [14], who must rethink the teaching processes [15] and where information and communication technologies are a means to achieve such innovation [16][17][18]. ...
Article
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Nowadays, education requires changes in the teaching and learning processes, through the implementation of innovative and motivating pedagogical actions, owing to the existing needs in society. Education, owing to the current needs of society, requires changes in the teaching and learning processes through the implementation of innovative and motivating pedagogical actions. The main objective of this study is to evaluate the effectiveness of the collaborative method, based on the Harry Potter theme, with respect to the traditional method in the first year of Obligatory Secondary Education for the learning of geometric figures in the subject of mathematics. For this purpose, a quasi-experimental, quantitative, descriptive, and correlational study has been designed, using a standardized questionnaire as a technique to collect information. The sample is composed of 236 students from the first year of Obligatory Secondary Education distributed in eight groups (four control and four experimental) from a public high school in the city of Cádiz (Spain). The tests carried out show that collaborative learning generates improvements in the attitudes and mathematical dimensions. Therefore, the collaborative method, developed by means of the Harry Potter theme for students in the first year of Compulsory Secondary Education in the subject of mathematics, causes a better attitude of the student towards the teaching and learning process. Furthermore, it facilitates the acquisition of mathematical contents related to geometry, which does not directly affect the students’ grades because, although those of the experimental group are better than those obtained by the control group, the differences between the two are minimal.
... Concerning students' attitudes, opinions and perceptions of Kahoot! research conducted indicate a general positive value of the use of Kahoot! with special emphasis on students' perception of the subject matter, motivation, satisfaction and enhancement of the learning process as well as enjoying the competitive environment [27]- [32]. But not only students' have positive opinions concerning Kahoot!, teachers remark its positive impact in terms of their relationships with students and the increase of students' participation, involvement, interest and motivation as well as the pedagogical opportunities that it provides [26], [33]. ...
Conference Paper
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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.
... Today, the higher education system is undergoing a reform involving, among other introducing innovation with a view to improving the process of teaching students. A departure from the linearity of the classic teaching-learning processes with the hierarchical model of knowledge transmission should result in developing a more flexible teaching-learning model (Guardia et al., 2019). One of the challenges of the contemporary educational system, including higher education, is to boost students' motivation and engagement leading to maximizing their learning outcomes in the long run (Smith, Lovgren, 2018). ...
... Another aspect of implementing the aspects of sustainability into business higher education is the problem of teaching-learning methods. This issue is part of bigger discussion related to the shift from teacher-oriented methods, such as ex cathedra lectures, toward student-oriented methods, such as for example problem-based learning; in other words, developing a more flexible teaching-learning model [34]. Problem observed today, including the lack of student motivation and engagement in learning [35,36], pushes educators to look for the most effective education methods. ...
Article
Full-text available
The paper aims to determine how sustainability can be implemented into virtual business simulators dedicated to higher education due to the need for raising environmental awareness among students. Climate and natural environmental changes caused by human activities require adjustments in society’s mindsets and activities, especially in the business-related sector, which makes the implementation of sustainability in business higher education of crucial importance. Virtual business simulators are innovative tools in business higher education. Their use, as a part of game-based learning, is attracting increasing interest, as this method allows us to understand interactions between business decisions and their results. In this paper, we present our case study of an IT-based business simulator, which includes aspects of sustainability, and the initial experience of a group of test students participating in the business game. The paper discusses the authors’ own IT solutions and the possibilities of implementing the concept of sustainability into business-oriented higher education. This paper proposed the manner of implementing sustainability, including pseudocodes, into a virtual business simulator. The results show how challenging it is to implement sustainability into game-based business education, as it increases the complexity of interactions among different aspects of running a business, including the goal of making a company more diversified.
... (6) It promotes a type of synchronous interaction that encourages real-time collaboration and fosters a sense of community. Guardia, Del Olmo, Roa and Berlanga [22] verified the benefits of this digital platform in promoting participatory evaluation that favored the development of cross-disciplinary skills. ...
Article
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This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.
... On-line instant polling platforms, with and without the need of smartphones, allow anonymity providing a non-threatening environment for students who cannot longer skip participation. They are adapted to the generation Z (born between 1995 and 2012) who are digital natives and seem to be more visual and tactile than listening learners and are highly dependent on immediate feedback and reward [3]. Besides, they provide real-time answering simplifying result collection and record keeping [4,5]. ...
... En la actualidad, gracias a dichos dispositivos y a la existencia de plataformas como Kahoot, el profesor puede establecer un sistema CRS en el aula de manera rápida, fácil y efectiva. Por ello, en concordancia con las investigaciones previas que han fundamentado y justificado esta innovación docente (Artal et al., 2017;Batsila & Tsihouridis, 2018;Corchuelo, 2018;Douligeris et al., 2018;Guardia et al., 2019;Iwamoto et al., 2017;Lin et al., 2018;Oliva, 2016;Pettit et al., 2015;Rodríguez-Fernández, 2017) se pude concluir que el empleo de Kahoot en la docencia universitaria es una estrategia didáctica valorada positivamente por los estudiantes de grado. No obstante, a pesar de que dicha premisa pueda catalogarse como la conclusión principal de esta investigación, se coincide con la visión de autores como Lucke (2013) al destacar que la efectividad de un CRS con Kahoot, depende principalmente de su diseño y empleo; es decir, de la finalidad formativa planificada por el docente y no del propio recurso en sí. ...
Article
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El estudio tiene como objetivo evaluar las competencias digitales de los profesores universitarios en el Ecuador durante el lapso académico 2019-2020 en la Universidad Nacional de Educacion UNAE durante el ciclo académico 2019-2020 en Ecuador. La investigación parte de un enfoque mixto y un diseño de campo descriptivo-explicativo, a través de una muestra estratificada no probabilística de 37 docentes. Se utilizó la guía de observación directa de los participantes y la aplicación de dos cuestionarios. La presente investigación concluye que la mayoría de los profesores utilizan las TIC sólo para la información y la comunicación, existiendo disponibilidad de acceso a la tecnología por parte de la institución, pero una alta deficiencia en la capacitación de investigación de los mismos. Palabras-clave: profesor; universidad; tecnología; internet; educación superior. Abstract: The study aims to evaluate the digital competencies of university teachers in Ecuador during the 2019-2020 academic year at the National University of Education (UNAE) during the 2019-2020 academic year in Ecuador. The research is based on a mixed approach and a descriptive-explicative field design, through a stratified non-probabilistic sample of 37 teachers. The guide of direct observation of the participants and the application of two questionnaires were used. The present research concludes that the majority of teachers use ICTs only for information and communication, there being availability of access to technology on the part of the institution, but a high deficiency in the research training of teachers. Keywords: professor, university, technology, internet, education university.
... En la actualidad, gracias a dichos dispositivos y a la existencia de plataformas como Kahoot, el profesor puede establecer un sistema CRS en el aula de manera rápida, fácil y efectiva. Por ello, en concordancia con las investigaciones previas que han fundamentado y justificado esta innovación docente (Artal et al., 2017;Batsila & Tsihouridis, 2018;Corchuelo, 2018;Douligeris et al., 2018;Guardia et al., 2019;Iwamoto et al., 2017;Lin et al., 2018;Oliva, 2016;Pettit et al., 2015;Rodríguez-Fernández, 2017) se pude concluir que el empleo de Kahoot en la docencia universitaria es una estrategia didáctica valorada positivamente por los estudiantes de grado. No obstante, a pesar de que dicha premisa pueda catalogarse como la conclusión principal de esta investigación, se coincide con la visión de autores como Lucke (2013) al destacar que la efectividad de un CRS con Kahoot, depende principalmente de su diseño y empleo; es decir, de la finalidad formativa planificada por el docente y no del propio recurso en sí. ...
Article
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The present study, based on the opinion of the students of the different degrees in the field of Education, evaluates the use of a teaching methodology gamified with Kahoot in higher education, where the smartphone becomes an educational resource. To this end, a non-experimental research of a descriptive nature is carried out, applying an electronic questionnaire to a sample of 241 students in Primary Education degree (69), Pre-school Education degree (78), Pedagogy degree (73) and Social Education degree (29). The results obtained show how the student’s value positively the use of Kahoot, above all as a self-evaluation tool. They also show that they are satisfied with its educational use and that, as future teachers, they would use it. However, although they recognize that the gamma methodology increases their motivation for the subject, they are not convinced that it is more effective than other traditional methodologies.
... Therefore, teachers must adapt to the changes that are happening. In realizing this, teachers can apply the latest education method based on technology to increase student's understanding of learning material [5,6]. ...
Article
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Background: Teaching medical parasitology in the form of teacher-centered lectures requires innovation using the help of the latest digital technology to increase the effectiveness of the teaching. Realtime quiz Kahoot in an online platform is chosen in this study as a method combined with lecture because it is simple and flexible. Objective: This research analyzes the effect of applying Kahoot in increasing students' knowledge and enthusiasm for learning medical parasitology. Method: In total, 277 medical students were recruited to participate in this study, consisting of 181 females and 96 males. The research was a randomized controlled trial. The increase of knowledge was measured analytically using secondary data from pre-test and post-test during laboratory activity and the student's enthusiasm was described using primary data from questionnaires given to students that attend the Kahoot session. Participants are undergraduate medical students in Faculty of Medicine, Universitas Padjadjaran in the odd semester and divided into two groups: control and treatment. Results: There was no significant difference between the control group and the treatment group in knowledge increase, with a difference in median 0.055, confidence interval 95% (-0.126; 0.014), p= 0.162. The total average of the percentage of the participants scoring agrees statements in the primary data that showed student's enthusiasm was 68.85%. Conclusion: The analysis of student's knowledge of medical parasitology after using Kahoot shows no significant difference reflecting that there was no effect in using Kahoot for increasing knowledge in the teaching-learning process. However, the descriptive analysis of questionnaires shows that student's enthusiasm was relatively high (68.65%) after using Kahoot in class.
... effect size large) (Chotimah & Rafi, 2018a). Finally, an experiment compared how the use of Kahoot! and a multiple-choice approach affected the final grade (Guardia, Del Olmo, Roa, & Berlanga, 2019). This experiment was carried out on 104 university students in Spain and showed that the final grade was significantly improved for those students playing the Kahoot! ...
Article
Kahoot! is a game-based learning platform used to review students' knowledge, for formative assessment or as a break from traditional classroom activities. It is among the most popular game-based learning platforms, with 70 million monthly active unique users and used by 50% of US K-12 students. Since the platform was released in 2013, many studies have been published on the effect of using Kahoot! in the classroom, but so far, no systematic analysis of the results. This article presents the results of a literature review on the effect of using Kahoot! for learning and, more specifically, on how Kahoot! affects learning performance, classroom dynamics, students' and teachers' attitudes and perceptions, and students' anxiety. The literature review includes 93 studies, and the main conclusion is that Kahoot! can have a positive effect on learning performance, classroom dynamics, students' and teachers' attitudes, and students’ anxiety. However, there are also studies where Kahoot! has little or no effect. The main challenges mentioned by students include technical problems such as unreliable internet connections, hard to read questions and answers on a projected screen, not being able to change answer after submission, stressful time-pressure for giving answers, not enough time to answer, afraid of losing, and hard to catch up if an incorrect answer had been given. Further, the main challenges mentioned by teachers include getting the difficulty level of questions and answers right, problems related to network connectivity, scoring based on how quickly the students answer reducing student reflection and cause some students to guess without thinking, that some students can have a problem with failing a quiz, and some teachers find it challenging to use the technology.
... Aun contando con esta importante ventaja, las plataformas digitales no suelen ser completamente aprovechadas en el contexto universitario dada su consideración de herramientas lúdicas, perdiendo la posibilidad de aprovechar las ventajas que ofrece para mejorar el proceso de enseñanza-aprendizaje (Pons, Bravo & Ramírez, 2016). Kahoot es una de estas plataformas considerada como m-Learning, donde se pueden generar escenarios didácticos online para la resolución de ejercicios a través del uso de cuestionarios, videos, etc… El uso de esta herramienta virtual facilita la aplicación de los conocimientos en los procesos de enseñanza-aprendizaje (Guardia, et al., 2019;Gündüz & Akkoyunlu, 2019;Martins, et al., 2019). ...
Article
En el proyecto desarrollado se ha buscado la implementación de herramientas m-learning que permitan la virtualización del proceso de evaluación de las competencias adquiridas por los estudiantes de Grado en las actividades realizadas fuera del aula, específicamente, visitas a empresas del sector químico. Gracias a este proyecto se ha pretendido sustituir la herramienta habitual de evaluación para este tipo de actividad (redacción de una memoria) por un instrumento interactivo tipo aplicación móvil –smartphones o tablets-. Esta virtualización permite al estudiante completar una evaluación tipo test una vez finalizada la actividad docente, aprovechando el tiempo del desplazamiento desde la planta industrial visitada hasta el punto de origen. Dos aplicaciones informáticas han sido evaluadas como soporte de las potenciales herramientas de evaluación (Kahoot y iSpringSuite), logrando alcanzar los objetivos propuestos en el proyecto.
... Any software or tool that applies game mechanics to non-game environments in order to enhance engagement and overall success is known as a gamification platform. On reviewing previous studies in the literature, we found that the Kahoot application was used more frequently in gamification activities when conducting formative assessment (i.e., Bawa, 2019;Bicen & Kocakoyun, 2018;Guardia, Del Olmo, Roa, & Berlanga, 2019;G€ oksün & Gürsoy, 2019;Martins, Geraldes, Afonseca, & Gouveia, 2019). However, since these studies only focused on the similar characteristics of gamification platforms (i.e., Kahoot and Quizizz), we regard this issue as a research gap requiring further studies involving the implementation of a gamification application with different assessment features. ...
... Today, the higher education system is undergoing a reform involving, among other introducing innovation with a view to improving the process of teaching students. A departure from the linearity of the classic teaching-learning processes with the hierarchical model of knowledge transmission should result in developing a more flexible teaching-learning model (Guardia et al., 2019). One of the challenges of the contemporary educational system, including higher education, is to boost students' motivation and engagement leading to maximizing their learning outcomes in the long run (Smith, Lovgren, 2018). ...
Book
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The collected articles enable two parts in the book to be distinguished: the first covers the theoretical aspects related to the formation of entrepreneurial and sales competences in the higher education sector. The first chapter refers to constructivist education which puts the student at the centre of the educational process. This paradigm change has to entail a completely new organization of the teaching process and the tactics used in the classroom. Teachers have to acquire new competences and universities have to support them in this process because it is not an easy task and will take a long time. The first chapter generally discussed the education process, while the second and third relate to education on entrepreneurship. The second chapter characterises the edutainment as the modern approach towards teaching the entrepreneurship. The advantage of edutainment is its high efficiency in the transfer of knowledge and skills. The author presents his own experience with the implementation of the integrated teaching technique in the Erasmus+ project, containing various teaching approaches, including movie education. In the third chapter the authors present the results of studies covering the role of universities and higher education in creating, shaping and maintaining entrepreneurial intentions among the younger generations, especially among students. There is a growing interest in the subject of entrepreneurial education, although it is difficult to find unequivocal confirmation of the impact of education on the development of entrepreneurial intentions among young people. The next chapter addresses issues related to the digitization of sales and marketing. Modern technologies are changing the world and the business approach to sales planning and the use of sales support tools. The art of the sale is the subject of the next chapter, and the author reports on the results of a survey at the Cracow University of Economics relating to sales competencies. The results enable some recommendations regarding programmes and course contents to be presented. The second part of the book is devoted to some practical aspects of acquiring competencies in sales as well as various aspects of running a business, along with covering the practical aspects of transferring knowledge at universities and thus the tools and techniques used. Charity is not a fancy or easy product to sell. Therefore, the example of a university initiative described in the next chapter – a store that promotes the re-use of products – can be a good example of how entrepreneurship education in practice can be combined with care for the environment and human needs. The phenomenon of moral hazard in entrepreneurial activity is presented in the following chapter. The authors performed an experiment whilst using a business simulation programme and provided evidence that moral hazard leads to riskier behaviour among nascent entrepreneurs. Moral hazard is correlated with overinvestment, excessive costs, lower sales revenue and the reduced financial effectiveness of a company. These conclusions are very important for teachers educating future generations of entrepreneurs and sales agents. On this occasion it should also be emphasized that business simulations are an extremely valuable and modern form of entrepreneurship education, appreciated by students. Entrepreneurship teaching makes more sense when combined with tools and techniques that increase student engagement and are based on practical examples. A good example is the video case studies presented in the subsequent chapter. In an era of digitization Generation-Z students expect more interactive ways of teaching, and video case studies certainly provide many advantages over the traditional written case studies. In the last chapter another teaching tool has been described – gamification. As research reveals, implementing game-based elements into education can increase the effectiveness of the learning process, but it should be rigorously combined with the content of the course and the skills and competencies required in a given syllabus. This textbook is intended for an academic audience (teachers, researchers and advanced degree students) as well as a professional business audience of trainers, top managers, directors and developers. Due to the issues raised, it can also be useful to entrepreneurs interested in the best preparation for enabling the younger generations to perform roles in modern companies in the era of the 4th industrial revolution.
... La incorporación de los elementos lúdicos como parte el aprendizaje, permiten el aprendizaje de conceptos formales en un entorno incentivador favoreciendo los proceso cognitivos (Álvarez Romero & Osete Cortina, 2019, Guardia et al., 2019. El alumnado evalúa positivamente la gamificación como elemento dinamizador en el aula (Ruiz et al., 2019;Pastor Villa, 2019). ...
Conference Paper
Este trabajo presenta la metodología desarrollada para la inclusión del uso de las TICs como instrumento de apoyo para la adquisición de habilidades y competencias en el ámbito de los estudios de la sostenibilidad en el aula, en estudios universitarios. De esta manera, se pretende fomentar el interés y el entusiasmo de los estudiantes en el Desarrollo Sostenible, tanto en los aspectos más generales que afectan a la vida cotidiana como en el desempeño de la carrera profesional. Para ello, se propone el empleo de las TICs, como medio de comunicación entre el alumnado y el profesorado, a través de plataformas virtuales y herramientas on-line, como Google forms® y Kahoot®, así como otras propias de las propias universidades. La metodología presentada se compone de: una guía para su aplicación, una encuesta, un juego a desarrollar en el aula, y una herramienta propia para la recogida de datos.
... Por esses motivos, buscar práticas docentes que considerem os estilos de aprendizagem de cada aluno é fundamental, indo ao encontro dos chamados métodos ativos de aprendizagem, ou seja, os métodos que visam tirar a passividade dos estudantes (BORNAL et al., 2018). O Kahoot! é uma ferramenta de jogo gratuita para gamificação e consiste em uma plataforma on-line para a realização de testes de múltipla escolha (GUARDIA, 2019). Wang e Tahir (2020) apontam que, na utilização do Kahoot!, a sala de aula é transformada temporariamente em um game show, o professor é o apresentador e os alunos são os candidatos, sendo esse cenário aprimorado a partir de meios de áudio e gráficos, pontos, placares e pódio, que tendem a contribuir para uma experiência de aprendizagem divertida e positiva. ...
Article
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Áreas tradicionais de ensino são percebidas como monótonas e pouco práticas. A utilização da gamificação tende a tornar o ensino ativo e reduzir o distanciamento entre alunos e professores. O objetivo deste estudo foi responder quais são as características percebidas pelos professores usuários do Kahoot! que contribuem para a sua adoção como apoio ao ensino em administração e contabilidade. A teoria utilizada nesta análise foi a da Difusão Tecnológica, que aponta a existência de características e atributos que afetam sua adoção. A pesquisa foi aplicada a professores do estado de Santa Catarina - Brasil. O retorno foi de 30 professores usuários do Kahoot!. Os dados foram analisados através de regressão linear múltipla. Os resultados apresentam que entre “vantagem relativa”, “compatibilidade”, “experimentação”, “facilidade de uso”, “imagem”, “uso voluntário”, “visibilidade” e “demonstração de resultado”, somente, a característica facilidade de uso foi considerada fator de influência para a adoção ao uso do Kahoot!.
... In principle, students will interact with the Smart-Pen related to the material as a knowledge search activity contained in applications that have been embedded in Android-based devices or laptops. Smart-Pen has educational game features including 1) Kahoot, this platform is a digital gamification tool for students through questionnaires, multiple choice this application can be used either on the web with a laptop or smart device format [14], the advantages of this application is that it is easy and fun to play. 2) Education. ...
... The participation of the professors is critical to reach such goals, as the educational approach used becomes one of the main variables, if not the critical one, which determine the degree of learning achieved by the students (Guardia et al., 2019). Professors must evolve from a traditional role of sole knowledge transmitters to a new one of guiding and mentoring (Wang, 2015), helping the students to develop their own learning process adapted to their needs and requirements (Marín-García, 2018). ...
Chapter
The European higher education area (EHEA) aims at creating a climate of less traditional learning through higher levels of interaction between the professors and the students. In that context, the use of participative tools, such as case study discussions, can be especially useful. Nevertheless, the attempt of a group of professors to implement that methodology in their classes had to face some difficulties, with the the high number of students with different goals and needs the main one. In order to deal with this situation, the students were given the possibility to choose amongst three different evaluation methods: non-continuous evaluation, continuous evaluation, and business school – the last one focused on the discussion of freshly prepared case studies about business management. The results can be considered positive, both in terms of academic progress and competencies achievement, and led to the creation of an online version of this “business school.”
... La implicación de los docentes es crucial para alcanzar estos objetivos, dado que la metodología docente utilizada se convierte en una variable crítica, para determinar el grado de aprendizaje alcanzado por los estudiantes (Guardia et al., 2019). Los profesores deben evolucionar desde un rol tradicional de transmisores exclusivos del conocimiento a nuevos roles de orientadores y mentores (Wang, 2015), ayudando a los estudiantes a desarrollar su propio proceso de aprendizaje. ...
Article
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The main objective of this study is to identify the degree of concordance between competences demanded by Industry 4.0 and the competences that the Universidad Rey Juan Carlos (Madrid, Spain) includes in its training itineraries for the degree of business administration and management. The evolution of Industry 4.0 jobs and skills has increased the interest of both researchers and firm managers. A review of the scientific literature is performed along with a review of the university’s internal documents. The results reveal divergences between the skills demanded by the Industry 4.0 and the skills acquired by students during their university careers. It is concluded that study programs require profound changes to incorporate specific technical, methodological, and personal competences that are essential in the current Industry 4.0 environment.
... Asimismo, se pone de manifiesto que el uso de Kahoot! promueve un tipo de interacción síncrona que estimula la colaboración y crea un sentido de comunidad (Guardia et al. 2019). En referencia a la evaluación formativa, se demuestra que frente a otras herramientas, Kahoot! ...
Chapter
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La comunicación es un elemento esencial para la enseñanza. Ante las nuevas necesidades comunicativas de los estudiantes, esta investigación se ha planteado como objetivo analizar el impacto de la aplicación de Telegram en la comunicación entre docente y estudiantes. Con este fin, se ha establecido una metodología de tipo mixta. Por un lado, se ha cuantificado la opinión de los 98 estudiantes que han formado parte de este experimento. Por otro lado, se han examinado los mensajes producidos tanto por correo electrónico como por Telegram para analizar la calidad del proceso comunicativo. Con los resultados obtenidos se infiere que con el uso de Telegram se promueve un mayor compromiso con la materia, gracias a una mayor comunicación caracterizada por su cercanía e inmediatez.
... Findings show that the effect of gamification on academic achievement does not differ significantly according to publication year. Studies (Guardia at al., 2019;Tsay et al., 2018;Diaz-Ramirez, 2020) have reported that students value gamification positively and that it can be more effective than traditional methods in terms of developing skills such as teamwork, handson training, verbal communication skills, the ability to learn in new situations and generate new ideas. The results obtained in this context show that gamification is still an effective structure in terms of the learning process. ...
Article
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Gamification helps to make learning fun and motivate students by attracting the attention of students. In the literature, it is seen that the studies conducted to determine the effect of gamification of learning on academic achievement have reached contradictory results. While some studies have found that gamification increases academic achievement, some studies report that gamification of learning has no effect on academic achievement. In this direction, the aim of the study is to examine the effect of gamification of learning on academic achievement through meta-analysis. Some moderator analyses were also carried out to determine the exact efficiency of gamification in terms of kinds of games (digital and non-digital games), publication year, school subjects in which games were used, class sizes, student levels. In this context, master's thesis, doctoral dissertation and articles that were conducted between 2010 and 2020, were appropriate for the research problem and had statistical data to be included in the meta-analysis study were reviewed and investigated in Turkish and English from databases. As a result of the literature review, 1746 studies were reached. Among these studies, it was determined that 52 studies met the inclusion criteria. According to the research findings, it is possible to allege that Cohen d value which was estimated to be .862 for the overall effect size of gamification learning on student achievement indicates a large effect. In the study, it was determined that the effect size of academic achievement did not differ significantly according to the student levels, publication years, and class sizes. Moreover, it was determined that the widespread effect size on academic achievement differed significantly according to kinds of games and school subjects in which games were used. In this context, it can be said that gamification is an effective method for teaching.
... La reforma e innovación en la educación superior conllevan un cambio en la evaluación del aprendizaje de los estudiantes (Guardia et al., 2019). Lo lúdico potencia la motivación, la concentración y el esfuerzo. ...
Conference Paper
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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.
... In terms of the target group, most of the gamification studies tend to focus on a young audience (e.g., Toscani et al. 2018;Cesário et al. 2017;Duarte-Hueros et al. 2020;Guardia et al. 2019), while only little published data has been available on how older populations tend to access news (e.g., Bergström 2020;Fisher et al. 2021) and gamified systems (e.g., Altmeyer et al. 2018;De Vette et al. 2018;Moser et al. 2015;Kappen 2015). To address this research gap, the authors designed, developed and deployed a socially gamified news system to support the aging reader experience within the context of a Senior Online Community. ...
Article
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Aging audiences and the shift of news consumption to an online paradigm have led to the need of finding strategies to engage aging readers with online news by assessing their news consumption habits and identifying the potential for digital platforms to assist the reader’s journey, i.e., the activities performed from access to the information to the relatedness and shareability of the news content. It is well established that the use of game elements and game thinking within the context of a community can capture the user’s attention and lead to behavioral engagement toward repetitive tasks. However, information about the design implications of socially gamified news to the aging reader’s experience is still lacking. Using a development research approach, we implemented a prototype that socially gamifies news to support the aging reader experience based on a pre-assessment survey with 248 participants about their news consumption habits and motivations. We then validated the prototype with six market-oriented representatives of Portuguese newspapers and eleven adults aged 50 and over. A model for onboarding a reader’s 6-step journey (read, react, discuss, share, relate and experience) within the context of a Senior Online Community using gamification is proposed. The game elements used can inform the design of a much more personalized experience of consuming news and news behavioral engagement.
... Sub-themes within this perspective, strive to harness gami¯ed mechanisms, such as fantasy and challenges, with emphasis on collaborative behaviour, process enhancement, innovativeness, and contests with rewards. Some gami¯cation-asinduction e®orts accentuate gami¯cation as a catalyst for new academic and education practices that animate scienti¯c teaching, university training etc. Research studies explore game-based learning systems for assessing competencies [Lemermeyer and Sadesky (2016)], invigorating teacher professional development schemes [Botha and Herselman (2017)], improving STEM programs [Viswanathan and Radhakrishnan (2018)], transforming primary and secondary education systems [Guardia et al. (2019)], and animating retrieval process for evidence-based resources [Agoritsas et al. (2014)]. Some studies focus on developing informatics and digital competencies [Castro and Gonçalves (2018); Torres-Toukoumidis and M€ aeots (2019)], and social networking platforms [de-Marcos et al. (2020)]. ...
Article
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Gamification is a paradigm and process innovation premised on applying game mechanics to non-game settings with benefits of creative games designs and disruptive effects challenging conventional learning approaches. The purpose of this study is to review the literature on gamification-as-innovation. Applying the systematic review methodology, this study examines 96 articles and identifies developments in gamification-as-innovation in literature. Insights from the review suggests three main perspectives on gamification-as innovation in processes that reveal problems (investigation), stimulate novel behavior (induction) or transform processes (intervention) for improved effectiveness and engagement. The review also captures the state-of-the-art in gamification research underscoring advances in multi-level models, strategic initiatives and digital platforms. The review concludes by highlighting future research directions that advance gamification scholarship and practice.
... Este nuevo marco se considera adecuado para evolucionar y superar prácticas educativas tradicionales basadas en la linealidad de los procesos clásicos de enseñanza-aprendizaje y en el modelo jerárquico de transmisión del conocimiento (López-Navas, 2014), muy centrado en la memorización. Es fundamental tener en cuenta el método educativo utilizado por el profesor, ya que esto determinará el grado de aprendizaje logrado (Guardia, Del Olmo, Roa y Berlanga, 2019). Así, del trabajo de Glasser (1998) se desprende que el proceso de enseñanza-aprendizaje no debe centrarse en la memorización, ya que el estudiante terminará olvidando los conceptos una vez que hayan sido evaluados. ...
Chapter
El presente trabajo estudia la posibilidad de recuperación de energía por conversión térmica de materiales residuales, plástico y caucho procedente de residuos de luminarias. Los residuos tienen un gran potencial para la recuperación de energía (HHV: 38,6MJ / kg para caucho y 31,6MJ / kg para plástico). Se realizaron pruebas de co-combustión con mezclas de caucho/ plásticos + Miscanthus y con 100% Miscanthus. Los resultados indicaron que la producción de energía aumentó con el aumento de residuos de neumáticos en la mezcla, alcanzando un máximo de 157kW para 40% de miscanto y 60% de caucho. A partir del estudio, se puede concluir que la combustión conjunta es una tecnología adecuada para la recuperación de gomas y plásticos, pero surgen problemas operativos con altos niveles de residuos en la mezcla. La condición óptima para producir un gas de síntesis se produjo con mezclas de 20% de desechos poliméricos, siendo posible obtener gases con un valor calorífico de 3.64 MJ / Nm3 para neumáticos y 3.09 MJ / Nm3 para plásticos y gomas.
... Este nuevo marco se considera adecuado para evolucionar y superar prácticas educativas tradicionales basadas en la linealidad de los procesos clásicos de enseñanza-aprendizaje y en el modelo jerárquico de transmisión del conocimiento (López-Navas, 2014), muy centrado en la memorización. Es fundamental tener en cuenta el método educativo utilizado por el profesor, ya que esto determinará el grado de aprendizaje logrado (Guardia, Del Olmo, Roa y Berlanga, 2019). Así, del trabajo de Glasser (1998) se desprende que el proceso de enseñanza-aprendizaje no debe centrarse en la memorización, ya que el estudiante terminará olvidando los conceptos una vez que hayan sido evaluados. ...
Chapter
Es manifiesto el interés creciente generado para proyectar usando Metodología BIM. En el año 2005, la Comisión BIM, constituida al efecto, e impulsada desde las A.A P.P año 2019 como año clave para su implantación definitiva Esto ha generado que muchas empresas y profesionales se planteen una estrategia de implantación de la Metodología BIM en sus organizaciones y en su práctica profesional. Por otro lado, desde las empresas y A.A.P.P se demanda un perfil técnico con preparación a un nivel altamente profesional a nivel de BIM Manager. Aprovechando ambas capacidades y las oportunidades que una especialización profesional en ambos campos podría suponer para los Directores de Proyectos. En el año 2018 desde el Area de Proyectos de la Universidad de Jaén, emprende la tarea de organizar el primer Master Propio BIM-DGP universitario, de estas características que se imparte en nuestro territorio nacional. En este trabajo se pretenden dar una visión de la implantación actual del BIM en España conforme los datos del Observatorio BIM y realizar análisis DAFO y balance de los resultados obtenidos, con esta innovadora experiencia metodológica. Aplicada como Máster Propio en la Universidad de Jaén
... Other studies suggest that it improves both grades and student satisfaction (Fuster-Guilló et al. 2019) and motivation (Jurgelaitis et al. 2019). Guardia et al. (2019) conclude that students positively value gamification and that it can have greater potential than traditional methods to develop skills such as teamwork, practical training, leadership and oral communication skills, the ability to learn and act in new situations, and the ability to generate new ideas and solutions. It should also be noted that Zainuddin (2018) analyzes the effect of gamification in a flipped class environment in secondary school and finds that it improves students' scores, competence beliefs, and motivation. ...
Article
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This study aims to examine whether it is possible to match digital society, academia and students interests in higher education by testing to what extent the introduction of gamifcation into active learning setups afects the skills development demanded by the workplace of the digital society of the twenty-frst century, the academic achieve‑ment standards claimed by the academia, and the satisfaction with the learning process required by the students. Our results provide statistically signifcant empirical evidence, concluding that the generation of a co-creative and empowered gameful experience that supports students’ overall value creation yields to satisfactory active learning setups without any loss of academic achievement, and allowing to develop a series of skills especially relevant for twenty-frst century professionals.
Article
This integrative review summarizes the scientific evidence about the use of information and communication technologies in the teaching of histology and discusses its implications. The authors used the descriptors ‘Educational Technology’, ‘Information Technology’, ‘Histology’, ‘Teaching’, ‘Learning’, and their corresponding Portuguese translation for a comprehensive search of the published literature. This research was performed in May 2020 and targeted the PubMed, SciELO, LILACS, WOS, and SCOPUS databases. Studies published between 2010 and 2020 in Portuguese, English, and Spanish were included in the analysis. After excluding dissertations, reports, and duplicate reviews, 11 articles were identified for an in-depth analysis, which discussed the use of different technologies, such as digital platforms, mobile apps, virtual microscopy, and video classes for the teaching of histology. All studies concluded that these technologies could have a considerable impact, both positive and negative, on academic performance, the correct interpretation of histological structures, as well as students’ motivation and satisfaction. The authors’ analysis indicates that the use of the above-mentioned technologies in combination with traditional methods has the potential of transforming the teaching and learning process for histology. However, how such technologies impact students’ learning success needs to be carefully considered.
Chapter
In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.
Chapter
New technologies have helped to improve the tourism sector and to develop strategies that resulted in the so-called smart destinations, underpinned and transformed by modern information and communication technologies (ICTs). Besides, tourism is a global market that continuously seeks mechanisms to grab tourists' and visitors' attention. In view of that, in recent decades, the gamification concept has acquired new definitions from different perspectives, but always associated with the idea of leisure. In tourism, gamification is related with experiences, which by using game elements and digital game design techniques (virtual reality or augmented reality, among others) improve the tourist experience and the user's engagement. This chapter addresses gamification and its influence on tourism experience, together with some gamification applications' examples that can be effective mechanisms to promote tourism businesses or tourism destinations, raising engagement and generating trust.
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p class="Abstract">This work describes in detail the development of an educational game as a tool to check the degree of acquisition and consolidation of knowledge of the student in relation to a subject are . It is proposed as a complementary method to traditional methodologies. Thus, the article presents the devolpment of a brand new serious game which has been created in the 2019-20 academic year. Ithas been used in two different groups of the Degree in Business Management (one taught in English and the other one in Spanish). Based on previous gamification experiences, the design and use of the game has lead to the achievement of the goals pursued, generating also an important volume of valuable information that can increase the effectiveness of the use of other tools (tutorials, theoretical immersion in some specific subjects or case studies).
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O objetivo deste trabalho é verificar as contribuições da plataforma Escape Factory na sistematização e organização de atividades, utilizando o conteúdo de funções do 1º grau por meio de estratégias de gamificação em uma atividade desenvolvida de forma remota. A metodologia adotada para este trabalho é de natureza qualitativa, sendo uma pesquisa exploratória, em que a participação dos estudantes nos permitiu aprimorar ideias ou hipóteses sobre a viabilidade no uso da plataforma, fornecendo dados para análise com base em sua desenvoltura na atividade. O público-alvo foi um grupo de estudantes do 1º ano do ensino médio, de uma escola pública estadual do campo. Os resultados mostram a aceitação da plataforma, as características da gamificação presentes no trabalho, o desempenho dos alunos e suas impressões sobre a experiência, a visão do professor sobre o uso da plataforma, bem como as fragilidades encontradas nesta experiência. Por fim, constata-se que as aulas com gamificação estimulam a participação dos alunos e promovem um ambiente propício à aprendizagem, mesmo com as dificuldades encontradas em seu uso. Além disso, o fato de existirem poucas pesquisas com a plataforma Escape Factory mostra que este trabalho traz um recurso a ser explorado por professores e estudiosos da área, dado o potencial que a gamificação tem de desenvolver competências e habilidades nos alunos.
Chapter
Traditional leadership theories focused on the individual as the “leader” and noted specific skills and characteristics of a leader. It is important that conversations about leadership within higher education move well beyond a limited approach that focuses solely on an individual. Effective leadership must consider relationships and actions of the members, leader-member interactions, the nature of the task, abilities of the members, and change management. This chapter examines leadership theories and provides a definition of innovative leadership within the context of higher education. Additionally, contingency theory and distributed leadership are critically examined. However, the crux of the arguments emphasize that distributed leadership is akin to innovative leadership in higher education.
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The present study investigates the extent to which the popular game-based online platform of Kahoot can be used as a creative and effective tool in the teaching practice and specifically in the teaching of basic concepts of electric circuits. A comparative study was conducted for this reason with two groups of 67 learners in total, where the experimental group participated in the design of their own questions within the framework of formative assessment with the use of Kahoot, whereas the second group followed a traditional way for their assessment. According to the results, the integration of Kahoot in the teaching process improved learners’ understanding of certain concepts on electric circuits, enhanced their active participation in the lesson, motivated them towards learning and constituted a creative and fun-tool to use for teaching purposes.
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Computer games are increasingly part of the daily activities of Canadian students of all ages, and have been shown to support student motivation and learning however can be challenging to implement in the classroom. Gamification involves incorporating elements of computer games such as points, leaderboards, and badges into non-game contexts in order to take advantage of the motivation provided by a game environment. An analysis of the literature was conducted to determine to what extent gamification supports student achievement and motivation among college level students. The findings from the analysis revealed that points, badges and achievements, leaderboards and levels are the most commonly implemented form of gamication. Incorporating gamification elements into post-secondary environments can motivate students and support student achievement in post-secondary environments. Increased class attendance and participation, which is positively correlated with improved student performance, was seen as a result of gamification. This is significant, as colleges and universities strive to attract, retain, and engage digitally savvy students who are increasingly demanding engaging, technologically rich, learning environments.
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Motivation can sometimes be a problem for learners, especially when they do not find the purpose of a learning activity to be clear. Gamification is a recent concept, primarily from the web development industry, that can make learning activities more active and participatory. This paper provides an overview of the background of gamification, the relevant key game concepts, gives an overview of examples from outside education and provides some suggestions for implementing gamification in education generally, and e-learning specifically. This paper is intended to give readers an overview of gamification, allowing an informed analysis of the technique in their own context to be made.
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Today's schools face major problems around student motivation and engagement. Gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools solve these difficult problems. However, if gamification is to be of use to schools, we must better understand what gamification is, how it functions, and why it might be useful. This article addresses all three questions, exploring both the potential benefits and pitfalls of gamification.
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Gamification has received increased attention in education in recent years, and is seen as a way to improve student engagement, motivation, attendance, and academic performance. While empirical studies on gamification in higher education are showing modest gains in some areas, this data can be difficult to interpret because of the many ways that gamification can be designed and implemented. Gamification is also controversial for appearing exploitative, seeming oversimplified, and having the tendency to rely on extrinsic motivation and learning analytics that may not translate to student learning. This paper provides a brief overview of gamification in higher education and looks at findings from recent empirical studies. It then examines its key criticisms as well as its potential contributions to improving instructional design in higher education. A practical example and a set of recommendations are provided to show how instructors new to gamification and interested in implementing it can adapt it for their courses.
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Work competencies can be defined as learned abilities to adequately perform a task, role or mission (Roe 2002). In the workplace context, work-integrated learning approaches are particularly promising approaches for developing work competencies while ensuring transfer and relevance for practice (Sonntag and Stegmaier 2007). However, apart from developing competencies, it is also important that newly acquired competencies are actually applied in the workplace. Hereby motivation plays an essential role. Work environments, which support feelings of competence, autonomy and relatedness, are the foundation for maintaining motivation (Ryan and Deci 2000). Gamification is an innovative work-integrated approach which focuses on the social contextual conditions of the workplace. The basic idea of gamification is to apply game design elements in non-game contexts such as the workplace (Deterding 2011b). Exemplary game design elements are points, badges, leaderboards, levels or virtual rewards (Werbach and Hunter 2012). It is expected that these elements help to develop work competencies and to address psychological needs for competence, autonomy and relatedness and thereby increase learners’ motivation in working or learning contexts. This chapter will introduce the concept of gamification and will describe its potential to foster competence development and motivation. Possible contributions of gamification will be illustrated by presenting an example from the field of intralogistics, which comprises of the internal handling of materials and supplies within specific production sites (Arnold 2006). An experimental study in this area of application shows promising results regarding work competence development and motivational outcomes.
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Gamification is the application of game mechanics and player incentives to non-game environments. When designed correctly, gamification has been found to increase engagement and encourage targeted behaviours among users. This paper presents the gamification of a university course in Computer Games Development using an online learning management tool, including how this might generalize to other courses. Our goal with gamification was to improve lecture attendance, content understanding, problem solving skills and general engagement. The success of this intervention was measured using course marks, lecturer evaluations, lecture attendance, and a questionnaire; all with strongly positive results. However, this must be balanced against the costs, both monetary and time, required to successfully implement gamification.
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This text provides a review and guidelines on all the major assessment procedures in Higher Education. It includes workshop activities and comments on the activities based on the experiences of providing workshops in UK and European universities.
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Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
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Over the last few years, most of the attempts to introduce active learning methodologies in the classroom have made use of Information and Communication Technology (ICT). Many of these efforts have been directed to collaborative scenarios used in remote, blended or face-to-face experiences, in order to take advantage of the flexibility provided by ICT. However competitive learning could also have some positive effects on the success of the learning process, to be added to those of collaborative virtual environments. This paper explores the effects of competitive learning on the satisfaction and the academic achievement of telecommunications students. A tool for active and competitive learning (called QUEST) has been used in the ldquoCommunications Networksrdquo undergraduate course. Significant results on the use of competitive e-learning tools in university students' outcomes and satisfaction are presented.
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The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game’s learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N = 47) and the other one the non-gaming one (Group B, N = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students’ views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students’ knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys’ greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students’ gender.
Las pruebas electr onicas de opci on múltiple como herramientas Para el desarrollo del pensamiento jurídico
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Entre Generaciones. No te Quedes Fuera Del Futuro
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Competence-Based Vocational and Professional Education. Technical and Vocational Education and Training: Issues, Concerns and Prospects
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He directs the service of relationship with company and postgraduate practices at the University Abat Oliba CEU
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Valor pedag ogico del repositorio común de conocimientos Para cursos de direcci on de empresas
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