An Analysis of Application the Kahoot! Tool in a Gamified Approach to Face-to-face and Emergency Remote Teaching and Learning of Software Engineering

Abstract

This Research to Practice Full Paper presents that the use of gamified approaches in education has become increasingly common in classrooms. Aspects related to the motivation and engagement of students with a focus on learning are a constant challenge for professors, who use methodologies and tools to make the classroom a space for fun and learning. In addition, the use of tools and techniques to motivate and present more attractiveness in teaching is a constant challenge for professors. In an increasingly connected society, not using technology in the classroom is not an option. Allied to this approach through the use of gamification, the tools that support this process are highlighted, especially Kahoot!, a tool to encourage learning, is one of the main tools used by professors and students to support the teaching-learning process. The market for this application already has 24 million users. Considering the COVID-19 pandemic scenario, declared in Brazil in March 2020, and the need to continue teaching activities, the main alternative for Educational Institutions to maintain their academic activities was the change to a remote emergency teaching format. Given this scenario, this work aims to present a comparative study on the use of Kahoot! in two subjects of the Information Systems course at Federal University of the South and Southeast of Pará, in Brazil, in both classroom and remote teaching modalities. The motivation for carrying out the study was due to the need to understand and evaluate the use of the tool in the remote context, due to the COVID-19 pandemic, and to compare it with the face-to-face format. As a result, the acceptance of 83.3% in face-to-face teaching and 58.8% in remote teaching was obtained for the use of the tool, in addition to the best performance in the Kahoot! in face-to-face teaching in relation to remote teaching, with the general average of correct answers of 62.81% and 47.56% for classroom teaching and remote teaching, respectively. So, this paper presents: (i) the theoretical foundation of this work, (ii) some works related to the research object, (iii) the research methodology for the development of the work, (iv) the structuring of Kahoot!’s application in classes, (v) the results of applying Kahoot! in classes and the discussion of the main results of this work.