Kahoot!: Effective, simple and easy gamification in Higher Education
Practical application in an Engineering Degree
DOI:
https://doi.org/10.37467/revhuman.v11.3949Keywords:
Gamification, Kahoot!, Easy implementation, Motivation, Engagement, Academic assessment, UniversityAbstract
The European Higher Education Area (EHEA) establishes that learning must be student-centered. Based on this statement, the article explains how gamification can be a pedagogical technique that can provide the desired change in university teaching towards the EHEA patterns. This paper presents the design of a simple and easy to implement gamification methodology in an Engineering Degree using Kahoot! as a tool and its evolution over three academic years. The results indicate that the students find the subject more attractive, its follow-up increases and their academic results improve.
References
Baiden, P., Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., & Essuman, M. A. (2022). The Effect of Gamification on Home Economics Students’ Motivation and Engagement in Drawing Activities. Technology, Knowledge and Learning, 27(1), 161–182. https://doi.org/10.1007/s10758-021-09566-7 DOI: https://doi.org/10.1007/s10758-021-09566-7
Brewer, R., Anthony, L., Brown, Q., Irwin, G., Nias, J., & Tate, B. (2013). Using gamification to motivate children to complete empirical studies in lab environments. ACM International Conference Proceeding Series, 388–391.https://doi.org/10.1145/2485760.2485816 DOI: https://doi.org/10.1145/2485760.2485816
Buffa, F. A., Mackenzie, M. J., Dimarco, D. M., & D’Onofrio, M. V. (2019). El uso de la gamificación como herramienta pedagógica en la enseñanza universitaria por competencias. En Encuentro Internacional de Educación en Ingeniería.
Csikszentmihalyi, M. (1992). Flow : the psychology of happiness. Rider.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134. https://doi.org/10.1016/0092-6566(85)90023-6 DOI: https://doi.org/10.1016/0092-6566(85)90023-6
Delello, J. A., Hawley, H., McWhorter, R. R., Gipson, C. S., & Deal, B. (2018). Gamifying education: Motivation and the implementation of digital badges for use in higher education. International Journal of Web-Based Learning and Teaching Technologies, 13(4), 17–33. https://doi.org/10.4018/IJWLTT.2018100102 DOI: https://doi.org/10.4018/IJWLTT.2018100102
Delgado, L. M. (2019). Aprendizaje centrado en el estudiante, hacia un nuevo arquetipo docente. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica, 37(1), 139–154. https://doi.org/10.14201/et2019371139154 DOI: https://doi.org/10.14201/et2019371139154
De-Marcos, L., Domínguez, A., Saenz-De-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers and Education, 75, 82–91. https://doi.org/10.1016/j.compedu.2014.01.012 DOI: https://doi.org/10.1016/j.compedu.2014.01.012
European Association for Quality Assurance in Higher Education-ENQA, European Students’ Union-ESU, European University Association-EUA, & European Association of Institutions in Higher Education-EURASHE. (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). http://www.ehea.info/media.ehea.info/file/ESG/00/2/ESG_2015_616002.pdf
European Ministers Responsible for Higher Education. (2009). The Bologna Process 2020 - The European Higher Education Area in the new decade (Communiqué). In IP/09/675 (Leuven/Louvain-la-Neuve, Belgium). https://ec.europa.eu/commission/presscorner/detail/en/ip_09_675
European Ministers Responsible for Higher Education. (2020a). Rome Ministerial Communiqué. http://ehea.info/Upload/Rome_Ministerial_Communique.pdf
European Ministers Responsible for Higher Education. (2020b). Recommendations to National Authorities for the Enhancement of Higher Education Learning and Teaching in the EHEA (Annex III of Rome Ministerial Communiqué). http://ehea.info/Upload/Rome_Ministerial_Communique_Annex_III.pdf
Głowacki, J., Kriukova, Y., & Avshenyuk, N. (2018). GAMIFICATION IN HIGHER EDUCATION: EXPERIENCE OF POLAND AND UKRAINE. Advanced Education, 5(10), 105–110. https://doi.org/10.20535/2410-8286.151143 DOI: https://doi.org/10.20535/2410-8286.151143
Heredia-Sánchez, B. D. C., Pérez-Cruz, D., Cocón-Juárez, J. F., & Zavaleta-Carrillo, P. (2020). La Gamificación como Herramienta Tecnológica para el Aprendizaje en la Educación Superior. Revista Tecnológica-Educativa Docentes 2.0, 9(2), 49–58. https://doi.org/http://dx.doi.org/10.37843/rted.v9i2.144 DOI: https://doi.org/10.37843/rted.v9i2.144
Hosseini, C., Humlung, O., Fagerstrøm, A., & Haddara, M. (2021). An experimental study on the effects of gamification on task performance. Procedia Computer Science, 196, 999–1006. https://doi.org/10.1016/j.procs.2021.12.102 DOI: https://doi.org/10.1016/j.procs.2021.12.102
Iaremenko, N. v. (2017). ENHANCING ENGLISH LANGUAGE LEARNERS’ MOTIVATION THROUGH ONLINE GAMES. Information Technologies and Learning Tools, 59(3), 126. https://doi.org/10.33407/itlt.v59i3.1606 DOI: https://doi.org/10.33407/itlt.v59i3.1606
Iwamoto, D. H., Hargis, J., Taitano, E. J., & Vuong, K. (2017). Analyzing the efficacy of the testing effect using Kahoot on student performance. Turkish Online Journal of Distance Education, 18(2), 80–93. DOI: https://doi.org/10.17718/tojde.306561
Marczewski, A. (2013). Gamification: A Simple Introdution & A Bit More (2o Ed.). https://cutt.ly/6LWX7dZ
Medina-Ramírez, R. I., Álamo-Arce, D. D., Costa, M. J., & Rodríguez de Castro, F. (2019). Aprendizaje autorregulado: una estrategia para enseñar a aprender en ciencias de la salud. Revista de La Fundación Educación Médica, 22(1), 5. https://doi.org/10.33588/fem.221.981 DOI: https://doi.org/10.33588/fem.221.981
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525–534.https://doi.org/10.1016/j.chb.2015.08.048 DOI: https://doi.org/10.1016/j.chb.2015.08.048
Nadal, A. (2005). El cambio en la docencia universitaria : Unidades de apoyo al profesorado. V Congreso Internacional Virtual de Educación, CIVE, 1–14. https://core.ac.uk/works/6558657
Parra-González, M. E., & Segura-Robles, A. (2019). Scientific production about gamification in education: A Scientometric analysis. Revista de Educacion, 386, 113–135. https://doi.org/10.4438/1988-592X-RE-2019-386-429
Ripoll, O. (2016). “Taller de creació de jogs”, una asignatura gamificada. In R. Contreras & J. L. Eguia (Eds.), Gamificación en aulas universitarias (pp. 25–37). Institut de la Comunicació (InCom-UAB), Universitat Autònoma de Barcelona.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006 DOI: https://doi.org/10.1016/j.ijhcs.2014.09.006
Spanish National Quality Agency-ANECA, Spanish Conference of University Rectors-CRUE, European Association for Quality Assurance in Higher Education-ENQA, & European Students’ Union-ESU. (2016). Higher Education Reforms in Spain. HERE-ES Project. Student-Centred Learning. https://sede.educacion.gob.es/publiventa/d/21349/19/0
Subiela, A. C. (2019). El “Wow factor”. Experiencias de aprendizaje en la asignatura Taller I: Conservación y Restauración de Bienes Culturales. IN-RED 2019: V Congreso de Innovación Educativa y Docencia En Red. https://doi.org/10.4995/INRED2019.2019.10524 DOI: https://doi.org/10.4995/INRED2019.2019.10524
Tan, D., Ganapatht, M., & Kaur, M. (2018). Kahoot! It: Gamification in higher education. Pertanika Journal of Social Sciences & Humanities, 26(1), 565–582.
Teixes, F. (2016). Gamificación [Book]. Editorial UOC.
Toda, A. M., Valle, P. H. D., & Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. Communications in Computer and Information Science, 832, 143–156. https://doi.org/10.1007/978-3-319-97934-2_9 DOI: https://doi.org/10.1007/978-3-319-97934-2_9
Tsymbal, S. (2018). Gamified training sessions as means of enhancing students’ motivation in learning english. Psychological Journal, 7(17), 151–161. https://doi.org/10.31108/1.2018.7.17.10 DOI: https://doi.org/10.31108/1.2018.7.17.10
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers and Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004 DOI: https://doi.org/10.1016/j.compedu.2014.11.004
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818 DOI: https://doi.org/10.1016/j.compedu.2020.103818
Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. International Journal of Information Management, 46, 210–221. https://doi.org/10.1016/j.ijinfomgt.2018.12.002 DOI: https://doi.org/10.1016/j.ijinfomgt.2018.12.002
Zambrano-Álava, A. P., Lucas-Zambrano, M. D. L. Á., Luque-Alcívar, K. E., & Lucas-Zambrano, A. T. (2020). La Gamificación: herramientas innovadoras para promover el aprendizaje autorregulado. Dominio de Las Ciencias, 6(3), 349–369. https://doi.org/10.23857/DC.V6I3.1402 DOI: https://doi.org/10.35381/e.k.v3i5.847
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
