Analysis of the effectiveness of using Kahoot! in university degrees in building engineering
Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation....
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
OmniaScience
2023-02-01
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| Series: | Journal of Technology and Science Education |
| Subjects: | |
| Online Access: | https://www.jotse.org/index.php/jotse/article/view/1984 |
| _version_ | 1811170117015306240 |
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| author | David Bienvenido-Huertas Carlos Rubio-Bellido Miguel León-Muñoz |
| author_facet | David Bienvenido-Huertas Carlos Rubio-Bellido Miguel León-Muñoz |
| author_sort | David Bienvenido-Huertas |
| collection | DOAJ |
| description | Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students’ performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students’ performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering. |
| first_indexed | 2024-04-10T16:53:01Z |
| format | Article |
| id | doaj.art-67a0dd7880de4792b9fca90d9646e41e |
| institution | Directory Open Access Journal |
| issn | 2013-6374 |
| language | English |
| last_indexed | 2024-04-10T16:53:01Z |
| publishDate | 2023-02-01 |
| publisher | OmniaScience |
| record_format | Article |
| series | Journal of Technology and Science Education |
| spelling | doaj.art-67a0dd7880de4792b9fca90d9646e41e2023-02-07T11:17:36ZengOmniaScienceJournal of Technology and Science Education2013-63742023-02-0113128830010.3926/jotse.1984344Analysis of the effectiveness of using Kahoot! in university degrees in building engineeringDavid Bienvenido-Huertas0Carlos Rubio-Bellido1Miguel León-Muñoz2University of GranadaUniversity of SevilleUniversity of SevilleGamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students’ performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students’ performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering.https://www.jotse.org/index.php/jotse/article/view/1984kahoot!, university education, architecture and building, performance, student opinion |
| spellingShingle | David Bienvenido-Huertas Carlos Rubio-Bellido Miguel León-Muñoz Analysis of the effectiveness of using Kahoot! in university degrees in building engineering Journal of Technology and Science Education kahoot!, university education, architecture and building, performance, student opinion |
| title | Analysis of the effectiveness of using Kahoot! in university degrees in building engineering |
| title_full | Analysis of the effectiveness of using Kahoot! in university degrees in building engineering |
| title_fullStr | Analysis of the effectiveness of using Kahoot! in university degrees in building engineering |
| title_full_unstemmed | Analysis of the effectiveness of using Kahoot! in university degrees in building engineering |
| title_short | Analysis of the effectiveness of using Kahoot! in university degrees in building engineering |
| title_sort | analysis of the effectiveness of using kahoot in university degrees in building engineering |
| topic | kahoot!, university education, architecture and building, performance, student opinion |
| url | https://www.jotse.org/index.php/jotse/article/view/1984 |
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