About this paper

Appears in:
Pages: 7520-7522
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1774

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain


Y. Ezzatvar1, J. Casaña1, J. Benitez1, E. Marqués-Sulé1, S. Pérez-Alenda1, R. Aiguade-Aiguade2, M. Zarzoso1

1University of Valencia, Department of Physiotherapy (SPAIN)
2University of Lleida, Department of Physical Therapy (SPAIN)
During the last years, there has been a revolution in the classroom with the presence of multimedia resources and internet based tools, which has changed completely the way that students learn. The inclusion of Information and Communications Technologies (ICTs) in the classroom allow students to participate in a more active manner, and aids the teaching process. In a more specific way, in the Physical Therapy Degree program, there are several subjects which include concepts and definitions which are difficult to understand. For this reason, the use of new learning approaches might be useful for improving students’ learning process, especially if these new approaches motivate them and make subjects more appealing for students, as for example when using game-based learning. One example of an online tool which has shown to be useful to engage students for reviewing class content is Kahoot!, which is a digital game that can be used in the classroom as a learning tool to help the student to manage success and failure, as well as to involve students in the content of different subjects in a more enjoyable way.

Thus, the main purpose of this study is to present the preliminary results of the inclusion of Kahoot! in a first year Physical Therapy Degree subject, in terms of satisfaction and utility, which were assessed with a questionnaire.

This study was carried out at University of Valencia, and it involved first year students of the Physical Therapy Degree, who voluntarily accepted to participate in the study. Satisfaction and utility were measured with a questionnaire composed of 3 different questions, which could be responded with a 5-item likert scale, and in addition there were included 2 open questions to allow the student to explain his or her personal opinion towards this tool.

Results showed that the use of Kahoot! in the classroom to reinforce concepts and to ease the learning process was effective, mainly due to its user-friendly nature and because of the fun and competitive environment that it creates in classroom.
author = {Ezzatvar, Y. and Casa{\~n}a, J. and Benitez, J. and Marqu{\'{e}}s-Sul{\'{e}}, E. and P{\'{e}}rez-Alenda, S. and Aiguade-Aiguade, R. and Zarzoso, M.},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1774},
url = {http://dx.doi.org/10.21125/inted.2018.1774},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {7520-7522}}
AU - Y. Ezzatvar AU - J. Casaña AU - J. Benitez AU - E. Marqués-Sulé AU - S. Pérez-Alenda AU - R. Aiguade-Aiguade AU - M. Zarzoso
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1774
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 7520
EP - 7522
ER -
Y. Ezzatvar, J. Casaña, J. Benitez, E. Marqués-Sulé, S. Pérez-Alenda, R. Aiguade-Aiguade, M. Zarzoso (2018) KAHOOT! AS A LEARNING TOOL IN CLASSROOM, INTED2018 Proceedings, pp. 7520-7522.