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Analysis of the Effectiveness of Using Kahoot! In University Degrees in Building Engineering

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Title: Analysis of the Effectiveness of Using Kahoot! In University Degrees in Building Engineering
Language: English
Authors: Bienvenido-Huertas, David (ORCID 0000-0003-0716-8589), Rubio-Bellido, Carlos (ORCID 0000-0001-6719-8793), León-Muñoz, Miguel Ángel (ORCID 0000-0002-2099-938X)
Source: Journal of Technology and Science Education. 2023 13(1):288-300.
Availability: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Instructional Effectiveness, Audience Response Systems, College Students, Engineering Education, Gamification, Academic Achievement, Foreign Countries
Geographic Terms: Spain
ISSN: 2014-5349
2013-6374
Abstract: 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391912
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Analysis of the Effectiveness of Using Kahoot! In University Degrees in Building Engineering
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  Data: <searchLink fieldCode="AR" term="%22Bienvenido-Huertas%2C+David%22">Bienvenido-Huertas, David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0716-8589">0000-0003-0716-8589</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rubio-Bellido%2C+Carlos%22">Rubio-Bellido, Carlos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6719-8793">0000-0001-6719-8793</externalLink>)<br /><searchLink fieldCode="AR" term="%22León-Muñoz%2C+Miguel+Ángel%22">León-Muñoz, Miguel Ángel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2099-938X">0000-0002-2099-938X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+and+Science+Education%22"><i>Journal of Technology and Science Education</i></searchLink>. 2023 13(1):288-300.
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  Data: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
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  Data: 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.
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        StartPage: 288
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      – SubjectFull: Audience Response Systems
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      – SubjectFull: College Students
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      – SubjectFull: Engineering Education
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      – SubjectFull: Gamification
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Spain
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