Assessment of the educational platform "kahoot" to improve the teaching of spelling content in the language and literature course
Article Sidebar
Main Article Content
Abstract
The general objective of this research was to evaluate the impact of the use of Kahoot in the teaching of language and literature in high school students. A quantitative, descriptive and correlational methodology was used, working with a population of 108 students from four classrooms. A structured survey was applied that measured various dimensions related to perception and effectiveness, such as attitude, ease of use, fun, perceived effectiveness, applicability, and development of skills in language and literature. The main finding of the survey revealed that students have a positive perception towards the use of the tool, with means of 3.57 for the Kahoot educational strategy and 3.66 for the development of skills in language and literature, on a 5-point scale. Furthermore, the Spearman correlation showed a significant positive relationship (r = 0.872, p < 0.01) between the perception of Kahoot and skill development, indicating that students who positively value the application tend to report greater skill development in language and literature. The main conclusion is that it is an effective tool to improve motivation, academic performance and the development of skills in language and literature. However, the variability in responses suggests that its effectiveness may depend on context and specific classroom implementation.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
1. Derechos de autor
Las obras que se publican en 593 Digital Publisher CEIT están sujetas a los siguientes términos:
1.1. 593 Digital Publisher CEIT, conserva los derechos patrimoniales (copyright) de las obras publicadas, favorece y permite la reutilización de las mismas bajo la licencia Licencia Creative Commons 4.0 de Reconocimiento-NoComercial-CompartirIgual 4.0, por lo cual se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
1.1.a. Se cite la autoría y fuente original de su publicación (revista, editorial, URL).
1.1.b. No se usen para fines comerciales u onerosos.
1.1.c. Se mencione la existencia y especificaciones de esta licencia de uso.
María Fernanda Alcívar-Lucas , Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0009-0004-3830-797X
Soy María Fernanda Alcívar Lucas, una investigadora de 29 enfocada en integrar tecnologías en la enseñanza de lengua y literatura, mi trabajo se centra en evaluar el impacto de herramientas educativas gamificadas, demostrando mi compromiso con la innovación pedagógica. Busco mejorar las estrategias de enseñanza-aprendizaje y contribuir al conocimiento sobre la efectividad de plataformas de aprendizaje basadas en juegos en educación secundaria.
Gabriela Liseth Alcívar-Lucas , Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0009-0009-1203-2070
I am Gabriela Liseth Alcívar Lucas, a 24- year-old young researcher, I specialized in education and the digital environment. I am co-author of a study on the use of Kahoot in teaching spelling content in high school, using quantitative and descriptive methodologies. My work focuses on evaluating the impact of gamified educational tools, demonstrating a strong commitment to pedagogical innovation.
References
Abou Hashish, E. A., Al Najjar, H., Alharbi, M., Alotaibi, M., & Alqahtany, M. M. (2024). Faculty and students perspectives towards game-based learning in health sciences higher education. Heliyon, 10(12), e32898. https://doi.org/10.1016/j.heliyon.2024.e32898
Alonzo, V. (2012). Juegos educativos y su incidencia en la comunicación oral.117.
Alsswey, A., & Malak, Malakeh. Z. (2024). Effect of using gamification of “Kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students. Learning and Motivation, 87, 101993. https://doi.org/10.1016/j.lmot.2024.101993
Andreu, M. (2020). Una revisión sistemática sobre gamificación, motivación y aprendizaje en universitarios. Teoría de La Educación : Revista Interuniversitaria : 32, 1, 2020, 73-99. https://doi.org/10.14201/teri.20625
Aras, G. N., & Çiftçi, B. (2021). Comparison of the effect of reinforcement with question-answer and kahoot method on the success and motivation levels of nursing students: A quasi-experimental review. Nurse Education Today, 102, 104930. https://doi.org/10.1016/j.nedt.2021.104930
Balalle, H. (2024). Exploring student engagement in technology-based education in relation to gamification, online/distance learning, and other factors: A systematic literature review. Social Sciences & Humanities Open, 9, 100870. https://doi.org/10.1016/j.ssaho.2024.100870
Blankenship, J. K. (2024). Student-created practice quizzes: A teaching strategy to engage learners in critical thinking. Teaching and Learning in Nursing, 19(1), e242. https://doi.org/10.1016/j.teln.2023.11.007
Cadet, M. J. (2023). Application of game-based online learning platform: Kahoot a formative evaluation tool to assess learning. Teaching and Learning in Nursing, 18(3), 419-422. https://doi.org/10.1016/j.teln.2023.03.009
Crespo, V. C., & Cárdenas, N. M. (2021). Storytelling como estrategia de enseñanza-aprendizaje para desarrollar el lenguaje en Educación Inicial mediante cuentos. CIENCIAMATRIA, 7(13), Article 13. https://doi.org/10.35381/cm.v7i13.475
Cruaud, C. (2018). The Playful Frame. Design and use of a gamified application for foreign language learning [Doctoral thesis]. https://www.duo.uio.no/handle/10852/60251
de Silva, R. S., de Lima, P., Guedert, D. G., Freire, G. da C. L., & Cerqueira, G.
S. (2024). The increasing inclusion of technologies in histology teaching: A systematic review. Morphologie, 108(362), 100784. https://doi.org/10.1016/j.morpho.2024.100784
Ghawail, E. A. A., & Yahia, S. B. (2022). Using the E-Learning Gamification Tool Kahoot! To Learn Chemistry Principles in the Classroom. Procedia Computer Science, 207, 2667-2676. https://doi.org/10.1016/j.procs.2022.09.325
Herrera, M. Á. (2021). Aprendizaje colaborativo para la educación superior virtual. Learning, Culture and Social Interaction, 28, 100437. https://doi.org/10.1016/j.lcsi.2020.100437
Kahoot. (2021). Kahoot! Learning games | Make learning awesome! Kahoot! https://kahoot.com/
Kauppinen, A., & Iftikhar, A. (2021). Gamification in entrepreneurship education: A concrete application of Kahoot! The International Journal of Management Education, 19(3), 100563. https://doi.org/10.1016/j.ijme.2021.100563
Manzueta, A. M. N. (2022). Teoría del aprendizaje desde las perspectivas de Albert Bandura y Burrhus Frederic Skinner: Vinculación con aprendizaje organizacional de Peter Senge. UCE Ciencia. Revista de postgrado, 10(3), Article 3. http://uceciencia.edu.do/index.php/OJS/article/view/295
Martín, M., Moreira, J., & Casado, C. (2021). Use of Kahoot! To keep students’ motivation during online classes in the lockdown period caused by Covid
Education for Chemical Engineers, 36, 154-159. https://doi.org/10.1016/j.ece.2021.05.005
Mdlalose, N., Ramaila, S., & Ramnarain, U. (2022). Using Kahoot! As a Formative Assessment Tool in Science Teacher Education. International Journal of Higher Education, 11(2), 43-51.
Minton, M., & Bligh, B. (2021). Examining the use of Kahoot to support digital game-based formative assessments in UAE higher education. Studies in Technology Enhanced Learning, 1(2). https://doi.org/10.21428/8c225f6e.32b8666f
Nadeem, N., & Alfalig, H. (2020). Kahoot! Quizzes: A Formative Assessment Tool to Promote Students’ Self-Regulated Learning Skills. Journal of Applied Linguistics and Language Research, 7, 1-20.
Natalia, P.-Z., Elena, V., & Roberto, B.-G. (2024). Gamification in technology and design areas: A teaching innovation project in a fully online environment. Entertainment Computing, 51, 100728. https://doi.org/10.1016/j.entcom.2024.100728
Ordu, Y., Aydoğan, S., & Çalışkan, N. (2024). The effect of interactive learning method on nursing students’ learning of movement requirement: A randomized controlled study. Nurse Education Today, 137, 106163. https://doi.org/10.1016/j.nedt.2024.106163
Öz, G. Ö., & Ordu, Y. (2021). The effects of web based education and Kahoot usage in evaluation of the knowledge and skills regarding intramuscular injection among nursing students. Nurse Education Today, 103, 104910. https://doi.org/10.1016/j.nedt.2021.104910
Sánchez, E. (2010). Elaboración y aplicación de un manual de juegos didácticos en el área de lenguaje y comunicación como apoyo para el inter aprendizaje y desarrollo del pensamiento de niños y niñas del segundo año de la escuela José Martí de la parroquia Zumbahua, cantón Pujilí, en el período lectivo 2010-2011. http://repositorio.utc.edu.ec/handle/27000/547
Toma, F., Diaconu, D. C., & Popescu, C. M. (2021). The Use of the Kahoot! Learning Platform as a Type of Formative Assessment in the Context of Pre-University Education during the COVID-19 Pandemic Period. Education Sciences, 11(10), Article 10. https://doi.org/10.3390/educsci11100649
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! For learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
Wirani, Y., Nabarian, T., & Romadhon, M. S. (2022). Evaluation of continued use on Kahoot! As a gamification-based learning platform from the perspective of Indonesia students. Procedia Computer Science, 197, 545-556. https://doi.org/10.1016/j.procs.2021.12.172
Xu, J., Wu, A., Filip, C., Patel, Z., Bernstein, S. R., Tanveer, R., Syed, H., & Kotroczo, T. (2024). Active recall strategies associated with academic achievement in young adults: A systematic review. Journal of Affective Disorders, 354, 191-198. https://doi.org/10.1016/j.jad.2024.03.010