Abstract:

This work seeks to study the role of technologies as an active methodology in the teaching-learning process of aspects related to the writing activity of the Project / Internship Report of an engineering course. These are documents resulting from internship activities and the projection of the school practice of the future engineer. Its discursive characteristics have a double dimension: social practice and school practice. The teaching methodology associated with the elaboration of this literary genre must be adjusted in the light of the learning needs of text and writing, in a metalinguistic and technical perspective inherent to academic texts - especially in an engineering course, where they are also seen as instruments for the formation of the professional. At the same time, the engineering courses are going through a Curricular Reform process and learn about other teaching methodologies and tools that can assist in the decision of a more or less comprehensive change towards the pedagogical project, which seeks to implement active teaching-learning methodologies. New teaching methodologies are changing the educational environments around the world and driving better academic performance among students. Some of the main innovative approaches that educators have forged over the last few years refer to Project-Based Learning (PBL), flipped classroom, cooperative learning, gamification, thinking-based learning, competency-based learning, and design thinking. Active methodologies are focused on student learning. The student moves from a consumer of knowledge to a producer and developer of his knowledge, thus taking an active role in his learning. In this context, the teacher starts to act as a tutor or facilitator, seeking to stimulate, motivate, provoke and question the students, ceasing to be the sole holder and transmitter of knowledge. In a scenario with these characteristics, both technical characteristics and soft skills are developed. The educational games tend to arouse a greater interest in the student in the classroom environment, in that it makes the teaching of certain more entertainment contents. Similarly, it is possible to learn from mistakes, discovering new information in different contexts, combining stimulating fun.

Within this context, the focus of this paper is twofold. The author intended to share a classroom practice supported by Kahoot! as a didactic resource that can favor the construction of knowledge in a motivational atmosphere and increase the conceptual, procedural and attitudinal performance of students in difficult learning situations to examine whether an educational game would be able to contribute to improved attendance, stimulate and engage students to develop skills in carrying out activities in a more dynamic and efficiently, increase attention and interest in the particular subjects as technical report writing for future engineers professional of a group of students in the 3rd year of an engineering degree.

The Kahoot is a free educational web platform developed in 2013 by researchers at the Norwegian University of Science and Technology (NTNU), which enables design and play quizzes interactively, providing a recreational and competitive class. Its use is intuitive, easy and fast learning. Some of its main limitations are associated with the character limit in the questions and answers, the limit of 4 choices per question and the types of questions typically be multiple choice.

Keywords:

Kahoot, online educational games, technology-enhanced learning.