Evaluación del empleo de Kahoot! en la enseñanza superior presencial y no presencial

  1. Hernández-Ramos, Juan Pablo 1
  2. Belmonte, María Luisa 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Year of publication: 2020

Issue: 21

Type: Article

DOI: 10.14201/EKS.22910 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Education in the knowledge society (EKS)

Abstract

There are many technological resources available to university teachers, and their use, with a transparent teaching methodology, can improve and update higher education, both in face-to-face and virtual training. Platforms such as Kahoot!, accompanied by the student’s smartphone, allow the teacher to create a classroom response system (CRS) a fast and straightforward way. The present study, with a non-experimental design, is developed to assess the use of this tool in higher education, both in a face-to-face format and through a virtual learning environment. After applying an electronic questionnaire (20 items; ?=.958) to a sample of 148 students (94 in the face-to-face mode and 54 in the virtual mode) whose teachers had used Kahoot! with the same methodological planning, a high degree of predisposition for their employment as future teaching professionals and positive perception of the resource is detected, especially when assessing their potential for self-assessment of the learning process and assimilation of the basic concepts of the subject. Likewise, after the Mann-Whitney U test, it was found that students in the virtual mode showed a higher score than those in the face-to-face mode. It concludes by stressing the importance of teachers using technological resources such as Kahoot to promote innovative methodologies for the benefit of quality higher education. Besides, as a consequence of the previous studies, it is considered that the discrepancies found are due to a more positive evaluation in the training modality where the use of this type of resources is more innovative.

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