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Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education

Author

Listed:
  • María Luisa Pertegal-Felices

    (Department of Developmental Psychology and Didactics, University of Alicante, 03690 Alicante, Spain)

  • Antonio Jimeno-Morenilla

    (Department of Computer Technology, University of Alicante, 03690 Alicante, Spain)

  • José Luis Sánchez-Romero

    (Department of Computer Technology, University of Alicante, 03690 Alicante, Spain)

  • Higinio Mora-Mora

    (Department of Computer Technology, University of Alicante, 03690 Alicante, Spain)

Abstract

Gamification has proved to be a methodology that increases the likelihood of success and sustainability of educational institutions. This methodology has recently revealed itself as one of the most efficient teaching methodologies in the student body, proving useful at all educational levels. One of the most frequently mentioned properties is its ability to “reset” the student’s attention clock: the key is collective learning, an attractive way of remembering new content. The experience described below has been developed in the context of a generalist university in two very different degrees: Degree in Teacher Training and Degree in Computer Engineering. To develop the theoretical sessions, the master class was combined with the use of the Kahoot tool. The observations made by the teachers in relation to the dynamics of the theoretical classes show that the use of Kahoot at the end of the theoretical sessions increased the students’ attendance at class, in addition to their involvement in the sessions and they kept their attention for longer. This study has also shown that there are significant differences in the level of satisfaction shown by the students of both degrees with these tools.

Suggested Citation

  • María Luisa Pertegal-Felices & Antonio Jimeno-Morenilla & José Luis Sánchez-Romero & Higinio Mora-Mora, 2020. "Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education," Sustainability, MDPI, vol. 12(11), pages 1-12, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:11:p:4778-:d:370105
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    References listed on IDEAS

    as
    1. Anna Visvizi & Linda Daniela, 2019. "Technology-Enhanced Learning and the Pursuit of Sustainability," Sustainability, MDPI, vol. 11(15), pages 1-7, July.
    2. Sangkyun Kim, 2015. "Interdisciplinary Approaches and Methods for Sustainable Transformation and Innovation," Sustainability, MDPI, vol. 7(4), pages 1-7, April.
    3. Robert Costello & Murray Lambert, 2019. "Motivational Influences for Higher Education (HE) Students," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 9(1), pages 38-50, January.
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