Abstract:

A common experience among university faculty is that students do not pay attention for the entire duration of a face-to-face class. Many studies examine how the student's attention varies during the class, but few are supported by research carried out in the classroom. The results of these studies have been mixed. Some studies show that the attention of the students begins to diminish after 10 to 15 minutes, while others do not find evidence for this loss of attention. Student motivation is believed to be the main cause of influencing a lack of attention.

Objectives:
In this work, with a tool of educational innovation (Kahoot), we want to know:
1) if there are differences in the level of attention of students according to the degree program they are studying;
2) which topics are the most difficult to understand by degree program;
3) the level of acceptance of this educational innovation tool by students.

Methods:
Our study sample includes 495 students enrolled in Human Anatomy subjects of five undergraduate degrees at the University of Alicante: Nursing (N), Human Nutrition and Dietetics (HND), Physical Activity and Sports Sciences (PASS), Optics and Optometry (OO) and Information Technology for Health (ITH). To carry out our objectives, at the end of the theoretical class, we passed on to the students an online test (Kahoot) about the subject taught, which they answered at that time anonymously and individually. In the common syllabus between degrees, the online test has the same questions. For the specific syllabus of each degree, different tests were made according to the theme. The level of student interest is known by studying the class attendance rate and the percentage of correct answers by degree.

Results:
The results obtained show an overall student attendance rate of 50%, with the ITH students highest at 60% compared to 38% of the PASS students. Regarding the rate of correct answers, we found generally that 52.8% of students correctly answered the questions, ITH highest with 58%. The students of PASS had the lowest rate of correct answers with 45.8%. Regarding the most difficult subjects to understand, the results do not show agreement between degrees. The lowest rate of correct answers per subject is 32% in Nursing. Regarding the level of acceptance of the Kahoot by the student, 88.7% consider it a motivating tool for learning. 97% of ITH’s students accept it compared to 78.7% in PASS.

Conlusion:
These results suggest that in degrees where the subject of Human Anatomy is less related and more unknown to the student, the presence and the level of attention in class are higher. This corresponds with a better assessment of the use of this educational innovation tool in student learning. The motivation of the student may be influenced by the difficulty of the syllabus and fear of not passing the subject.

Keywords:

Student attention, university degree, educational innovation, Kahoot, motivation.