NDLI: Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education

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Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education

Content Provider	MDPI
Author	Jos, é Sánchez-Romero Pertegal-Felices, María Jimeno-Morenilla, Antonio Mora-Mora, Higinio
Copyright Year	2020
Description	Gamification has proved to be a methodology that increases the likelihood of success and sustainability of educational institutions. This methodology has recently revealed itself as one of the most efficient teaching methodologies in the student body, proving useful at all educational levels. One of the most frequently mentioned properties is its ability to “reset” the student’s attention clock: the key is collective learning, an attractive way of remembering new content. The experience described below has been developed in the context of a generalist university in two very different degrees: Degree in Teacher Training and Degree in Computer Engineering. To develop the theoretical sessions, the master class was combined with the use of the Kahoot tool. The observations made by the teachers in relation to the dynamics of the theoretical classes show that the use of Kahoot at the end of the theoretical sessions increased the students’ attendance at class, in addition to their involvement in the sessions and they kept their attention for longer. This study has also shown that there are significant differences in the level of satisfaction shown by the students of both degrees with these tools.
Starting Page	4778
e-ISSN	20711050
DOI	10.3390/su12114778
Journal	Sustainability
Issue Number	11
Volume Number	12
Language	English
Publisher	MDPI
Publisher Date	2020-06-11
Access Restriction	Open
Subject Keyword	Sustainability Information and Library Science Gamification Information and Communication Technologies (ict) Higher Education Sustainable Education Kahoot®
Content Type	Text
Resource Type	Article

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