Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education
Por favor, use este identificador para citar o enlazar este ítem:
http://hdl.handle.net/10045/110803
Título: | Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education |
---|---|
Autor/es: | Pertegal-Felices, María Luisa | Jimeno-Morenilla, Antonio | Sanchez-Romero, Jose-Luis | Mora, Higinio |
Grupo/s de investigación o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Habilidades, Competencias e Instrucción | UniCAD: Grupo de Investigación en CAD/CAM/CAE de la Universidad de Alicante | Arquitecturas Inteligentes Aplicadas (AIA) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica | Universidad de Alicante. Departamento de Tecnología Informática y Computación |
Palabras clave: | Gamification | Information and Communication Technologies (ICT) | Higher education | Sustainable education | Kahoot |
Área/s de conocimiento: | Didáctica y Organización Escolar | Arquitectura y Tecnología de Computadores |
Fecha de publicación: | 11-jun-2020 |
Editor: | MDPI |
Cita bibliográfica: | Pertegal-Felices ML, Jimeno-Morenilla A, Sánchez-Romero JL, Mora-Mora H. Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable Education. Sustainability. 2020; 12(11):4778. https://doi.org/10.3390/su12114778 |
Resumen: | 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. |
Patrocinador/es: | This work was supported by the I3CE Network Program of research in university teaching at the Institute of Educational Sciences at the University of Alicante (ICE call 2018-19) under Grant 4331. |
URI: | http://hdl.handle.net/10045/110803 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su12114778 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/su12114778 |
Aparece en las colecciones: | INV - Habilidades, Competencias e Instrucción - Artículos de Revistas INV - SOCEDU - Artículos de Revistas INV - AIA - Artículos de Revistas INV - UNICAD - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
---|---|---|---|---|
Pertegal-Felices_etal_2020_Sustainability.pdf | 962,03 kB | Adobe PDF | Abrir Vista previa | |
Este ítem está licenciado bajo Licencia Creative Commons