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.
Highlights
One of the most used activities in university teaching, despite the criticism it receives [1], is the master class as a traditional teacher-centered teaching method
In order to evaluate the degree of student satisfaction with the implementation of gamification through the Kahoot® [24] tool in the classroom, a questionnaire was elaborated whose objective was to know the perceptions that students in higher education have about the usefulness of gamification through Kahoot® in relation to their learning process and the methodology employed in the classroom
A profile of student satisfaction for Kahoot was established through the scores given in the questionnaire for the dependent variables represented by items 2, 3, and 7
Summary
One of the most used activities in university teaching, despite the criticism it receives [1], is the master class as a traditional teacher-centered teaching method. Theoretical classes are usually based on an exposition in which communication flows in a single sense: from the teacher to the student For this reason, the major criticisms of this method focus above all on the purely receptive role attributed to the student, the scarce student–teacher interaction, and the lack of feedback on the acceptance of teaching, not allowing results to be analyzed until the evaluation phase [2]. The major criticisms of this method focus above all on the purely receptive role attributed to the student, the scarce student–teacher interaction, and the lack of feedback on the acceptance of teaching, not allowing results to be analyzed until the evaluation phase [2] This lack of flexibility makes it difficult to adapt to different types of learning and its efficiency depends on the qualities of each teacher. For the sake of the sustainability of education, new approaches and educational strategies are needed that place the focus on recovering the motivation to learn
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