Use of Kahoot as a motivating element in the teaching-learning process

The present study arose from the need to generate in the investigated students the desire to learn while having fun. Active learning methodologies and, especially, gamification have been widely used nowadays; there is an endless number of digital tools on the web that fulfill this purpose. The gener...

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Detalhes bibliográficos
Autores: Rojas-Viteri, Juan, Álvarez-Zurita, Alex, Bracero-Huertas, Diego
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2021
País:Ecuador
Recursos:Universidad Central del Ecuador
Repositório:Revista Cátedra
Idioma:espanhol
OAI Identifier:oai:revistadigital.uce.edu.ec:article/2815
Acesso em linha:https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815
Access Level:Acceso aberto
Palavra-chave:enseñanza-aprendizaje
gamificación
Kahoot
motivación
teaching-learning
gamification
motivation
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dc.title.none.fl_str_mv Use of Kahoot as a motivating element in the teaching-learning process
Uso de Kahoot como elemento motivador en el proceso enseñanza-aprendizaje
title Use of Kahoot as a motivating element in the teaching-learning process
spellingShingle Use of Kahoot as a motivating element in the teaching-learning process
Rojas-Viteri, Juan
enseñanza-aprendizaje
gamificación
Kahoot
motivación
teaching-learning
gamification
Kahoot
motivation
title_short Use of Kahoot as a motivating element in the teaching-learning process
title_full Use of Kahoot as a motivating element in the teaching-learning process
title_fullStr Use of Kahoot as a motivating element in the teaching-learning process
title_full_unstemmed Use of Kahoot as a motivating element in the teaching-learning process
title_sort Use of Kahoot as a motivating element in the teaching-learning process
dc.creator.none.fl_str_mv Rojas-Viteri, Juan
Álvarez-Zurita, Alex
Bracero-Huertas, Diego
author Rojas-Viteri, Juan
author_facet Rojas-Viteri, Juan
Álvarez-Zurita, Alex
Bracero-Huertas, Diego
author_role author
author2 Álvarez-Zurita, Alex
Bracero-Huertas, Diego
author2_role author
author
dc.subject.none.fl_str_mv enseñanza-aprendizaje
gamificación
Kahoot
motivación
teaching-learning
gamification
Kahoot
motivation
topic enseñanza-aprendizaje
gamificación
Kahoot
motivación
teaching-learning
gamification
Kahoot
motivation
description The present study arose from the need to generate in the investigated students the desire to learn while having fun. Active learning methodologies and, especially, gamification have been widely used nowadays; there is an endless number of digital tools on the web that fulfill this purpose. The general objective of the research was to analyze the use of Kahoot as a motivating element in the teaching-learning process. The methodology used in structuring this work was empirical-analytical and descriptive. In addition, quiz-type questionnaires were used throughout the 2019-2020 school year to reinforce the topics covered in each class, which made it possible to statistically measure the students' preference for the use of Kahoot. The population was determined by thirty-five students who belonged to the second semester of the Pedagogy of Experimental Sciences and Computer Science course at the Central University of Ecuador (UCE). The results revealed that the students investigated showed to be motivated at the moment of learning, as well as at the moment of being evaluated, since they felt no pressure to respond. Finally, it was demonstrated that Kahoot is a digital tool that motivates the teaching-learning process, encouraging students to attend classes and participate more actively in the classroom.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-30
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info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.none.fl_str_mv https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815
10.29166/catedra.v4i1.2815
url https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815
identifier_str_mv 10.29166/catedra.v4i1.2815
dc.language.none.fl_str_mv spa
language spa
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https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815/3482
https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815/3487
dc.rights.none.fl_str_mv Derechos de autor 2021 Cátedra
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2021 Cátedra
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador
publisher.none.fl_str_mv Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador
dc.source.none.fl_str_mv Cátedra; Vol. 4 No. 1 (2021): Revista Cátedra; 98-114
Cátedra; Vol. 4 Núm. 1 (2021): Revista Cátedra; 98-114
2631-2875
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spelling Use of Kahoot as a motivating element in the teaching-learning process Uso de Kahoot como elemento motivador en el proceso enseñanza-aprendizajeRojas-Viteri, JuanÁlvarez-Zurita, Alex Bracero-Huertas, Diegoenseñanza-aprendizajegamificaciónKahootmotivaciónteaching-learninggamificationKahootmotivationThe present study arose from the need to generate in the investigated students the desire to learn while having fun. Active learning methodologies and, especially, gamification have been widely used nowadays; there is an endless number of digital tools on the web that fulfill this purpose. The general objective of the research was to analyze the use of Kahoot as a motivating element in the teaching-learning process. The methodology used in structuring this work was empirical-analytical and descriptive. In addition, quiz-type questionnaires were used throughout the 2019-2020 school year to reinforce the topics covered in each class, which made it possible to statistically measure the students' preference for the use of Kahoot. The population was determined by thirty-five students who belonged to the second semester of the Pedagogy of Experimental Sciences and Computer Science course at the Central University of Ecuador (UCE). The results revealed that the students investigated showed to be motivated at the moment of learning, as well as at the moment of being evaluated, since they felt no pressure to respond. Finally, it was demonstrated that Kahoot is a digital tool that motivates the teaching-learning process, encouraging students to attend classes and participate more actively in the classroom.El presente estudio surgió de la necesidad de generar en el alumnado investigado el deseo de aprender mientras se divierten. Las metodologías activas de aprendizaje y, especialmente, la gamificación en la actualidad ha sido muy utilizada; existe en la web un sinfín de herramientas digitales que cumplen con este propósito. El objetivo general de la investigación fue analizar el uso de Kahoot como elemento motivador en el proceso enseñanza-aprendizaje. La metodología utilizada en la estructuración de este trabajo fue empírica-analítica de corte descriptivo. Además, se emplearon durante todo el período lectivo 2019-2020 cuestionarios tipo quiz para reforzar los temas tratados en cada clase, mismos que permitieron medir estadísticamente la preferencia del alumnado por el uso de Kahoot. La población estuvo determinada por treinta y cinco estudiantes que pertenecieron al segundo semestre de la Carrera de Pedagogía de las Ciencias Experimentales Informática de la Universidad Central del Ecuador (UCE). Los resultados revelaron que el alumnado investigado mostró estar motivado al momento de aprender, así como también al momento de ser evaluados, pues se sentían sin presión para responder. Finalmente, se demostró que Kahoot es una herramienta digital que motiva el proceso de enseñanza-aprendizaje incentivando al estudiantado a asistir a clases y participar de forma más activa en el aula. Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador2021-01-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/zipapplication/ziphttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/281510.29166/catedra.v4i1.2815Cátedra; Vol. 4 No. 1 (2021): Revista Cátedra; 98-114Cátedra; Vol. 4 Núm. 1 (2021): Revista Cátedra; 98-1142631-2875reponame:Revista Cátedrainstname:Universidad Central del Ecuadorinstacron:UCEspahttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815/3472https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815/3477https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815/3482https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/2815/3487Derechos de autor 2021 Cátedrainfo:eu-repo/semantics/openAccess2021-01-30T19:12:21Zoai:revistadigital.uce.edu.ec:article/2815Portal de revistashttps://revistadigital.uce.edu.ec/Universidad públicahttps://uce.edu.ec/**Ecuador*2631-28752631-2875opendoar:02021-01-30T19:12:21Revista Cátedra - Universidad Central del Ecuadorfalse
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