Sistemas de respuesta gamificada en el aula: reacciones y resultados
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[1] Universidad de Las Palmas de Gran Canaria
Universidad de Las Palmas de Gran Canaria
Gran Canaria, España
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- Localización: Leveraging new business technology for a sustainable economic recovery: XXXVI Congreso Anual AEDEM: 1 al 3 de junio de 2022, Pozuelo de Alarcón, Madrid / coord. por Abel Monfort, Susana Fernández Lores, 2022, ISBN 978-84-19480-06-4, pág. 115
- Idioma: español
- Texto completo no disponible (Saber más ...)
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Resumen
Among the teaching tools and dynamics used to capture the attention, motivate, and improve student learning at different educational levels, including higher education, applications that allow students to interact in real time and participate in class whilecompeting with their peers are among the most popular. With the advent of mobile devices, the use of tools such as student response systems has been facilitated. This type of application, including Kahoot, according to the literature, helps to increase student interest, motivation, and engagement and, as a result, their learning. However,it is possible that it does not achieve the same effects in all types of students, nor with different types of configurations. The purpose of this paper is to analyze the response of students to the use of Kahoot in the classroom as part of the learning and assessment processes, based on an analysis of the literature, to check whether theapplication of GSRS contributes to student learning, motivation, satisfaction, and engagement. To this end, this paper analyzes the results of a repeated application of Kahoot in a human resources management subject taught in the third year of a degree course at the University of Las Palmas de Gran Canaria. The results obtained validate to a large extent the evidence found in the literature but go a step further by providing evidence that there is a relationship between satisfaction, perceived learning and grades obtained in the subject
