J.A. Molina, R. Roman, A. Sanchez-Braza, M. Ordoñez

Universidad de Sevilla (SPAIN)
This paper analyzes some effects that the use of gamification tools (Kahoot) have achieved in teaching, both for students and teachers, within the current process of the integration of mobile phones, tablets and laptops (very special and outstandingly the first) in the teaching at University (mobile learning).

To this end, a field study with its corresponding control groups was carried out in two subjects: Introduction to Microeconomics and Advance Microeconomics of the Economics Degree at the Economics and Business Sciences Faculty in the University of Seville, of first and second year respectively.

This research has allowed us to analyse the effectiveness of the Kahoot gamification practice as a teaching tool in terms of students' academic results, levels of class attendance and the rate of abandonment of the subject. Subsequently, students have been asked, via a survey, their opinion about this tool. In particular they have been questioned about their feeling, if they have had fun, if they have learned and if they would recommend the tool.

For teachers, the implementation cost of this tool and the effect that the Kahoot gamification tool has generated in the classroom environment has been evaluated.