Abstract:

The implementation of Kahoot as a gamification technique was carried out to energize the practical lessons of feed and ration formulation and farm animal feeding, provided from February to May 2021, in the Animal Nutrition course of the Veterinary Degree at the University of Murcia. This study aimed to investigate the utility and the level of students’ satisfaction with respect to the use of this tool during the practices indicated. For this purpose, the free version of Kahoot was used, where teachers created accounts and designed the quizzes that were used in the activities. On the other hand, students logged into Kahoot (using their mobile devices) as participants, to complete the designed tests.

A total of six Kahoot quizzes were developed: four focused on feed formulation sessions, covering topics such as linear programming, feed formulation, and practical scenarios for monogastric animals, as well as designing rations for ruminants; and two more dedicated to nutrition in the farm context. These quizzes were integrated into the corresponding practical sessions, allowing students to answer specific questions for each session. The dynamic of participation, rewarded both accuracy and speed of the responses, granting points that were accumulated by the students during the same session. During the gamification activity, the teacher had the opportunity to explain in detail the mistakes performed. At the end of the activity, students who achieved the highest scores were recognized by the platform.

To evaluate the perception of ease of use, satisfaction, and utility that students had perceived after carrying out this intervention, a survey with 5 items in a four-point Likert scale (from the less to the most) was conducted: four about the ease of use and satisfaction, 2 in relation to feed formulation practices and 2 for farm feeding practices; and a last one about the utility of the tool. Additionally, another open-ended item was provided for any comment. The survey was carried out at the end of the evaluation anonymously and voluntarily. Data collection was done on paper, obtaining a total of 94 questionnaires out of 109 students. This represents a confidence level of 99%, with a margin of error of 5%.

The results showed that, for the feed formulation and rationing practices, the average rating for ease of use and satisfaction were 3.28±0.705 and 3.60±0.532 points, respectively. For the feeding practices developed on the farm, the utility and satisfaction ratings were also very high, reaching 3.28±0.608 and 3.64±0.522, respectively. Moreover, it is worth to highlight that the students' perception on the helped provided by this gamification with the familiarity of this subject was highly recognized (3.79±0.434 points).

In conclusion, the implementation of the gamification tool “Kahoot” in teaching feed formulation and rationing practices, and farm animal feeding, achieved very good ratings in relation to the satisfaction and utility of this educational intervention, which could help to boost the teaching of these practices.

Acknowledgement:
This communication is made under the call for “Promoting projects and actions of innovation and improvement, Academic Year 2020/2021, of the University of Murcia (Spain)”.

Keywords:

Higher education, gamification, technology, veterinary.