Abstract:

The use of questionnaires after a didactic unit contributes to self-evaluation (Martí Ballester & Orgaz Guerrero, 2011), promotes the consolidation of concepts and helps students acquire greater analytic abilities (Núñez-López et al., 2017). In recent decades, Audience Response Tools like Kahoot! have gained in popularity (Fuertes et al., 2016) and have attracted the attention of researchers in Education. Although the literature on the use of Kahoot! has grown considerably (Vallet-Bellmunt et al., 2019), no studies have been found targeting subjects such as Second Language Acquisition and the analysis of the results of each Kahoot! questionnaire has not been the focus of study. This investigation will try to fill these gaps by conducting research in a course on Second Language Acquisition. 52 participants carried out a Kahoot! questionnaire after each didactic unit. They were also asked to complete a Likert-scale questionnaire immediately before and after each Kahoot! based on their perceptions related to their learning gains. Results show a direct relationship between the scores obtained in each Kahoot! and students’ perceptions. There are significant differences in their pre- and post-Kahoot! perceptions in the units with highest scores. Moreover, participants assessed Kahoot! qualitatively as an attractive and effective tool in Higher Education.

Keywords:

Kahoot, learners’ perceptions, learning gains, Higher Education.