About this paper

Appears in:
Pages: 3347-3353
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0644

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

EXPERIENCE ON THE USE OF THE GAMIFICATION TOOL KAHOOT! IN PHYSIOTHERAPY STUDENTS

J.A. Moral-Munoz1, R.D. Hidalgo-Agudo1, C. Ruiz-Molinero1, I. Carmona-Barrientos1, B. Nuñez-Moraleda2, V. Perez-Cabezas1

1University of Cadiz, Department of Nursing and Physiotherapy (SPAIN)
2University of Cadiz, Department of Computer Science and Engineering (SPAIN)
Conventional methods of study prove to be unattractive to the student when it comes to keeping the subjects up to date. The approach of adapt conventional study methodologies to the videogames’ world (gamification) may be the answer to this problem. This study focuses on the results obtained by a group of physiotherapy students after being subjected to the Kahoot gamification tool.

Thus, a gamification experience was designed with the participation of 46 students who completed a pre-test and a post-test in which different questions were asked. Through two questionnaires it is intended to identify the significant variations in the students' attitude towards the subject after passing the Kahoot! gamification experience.

The analysis of test results suggests that most students respond positively when asked for a second time if they feel they are taking the subject up-to-date. Likewise, there are positive trends that indicate improvements in parameters such as participation in class, attention given in class by the students, the time they spend scribbling, talking with peers or interacting with social networks. There is also a slight increase of interest in what the teacher says during the classes.

Regarding the results of the of global impressions test, we note that in the first question "Do you consider " Kahoot "platform as a tool that allows you to verify how far have you been able to learn the knowledge imparted in class?". The 33% say they are in complete agreement, which continues to reinforce this theory. The 15% do not agree or disagree, but we can not specify the reasons behind this response. The 9% reflects a partial disagreement with the utility of Kahoot! No student has strongly disagreed.

The second question presented in the global impressions test "Do you consider that it can be a resource that allows the student to be better prepared for the exam?" shows a broad consensus among the students surveyed since the 76% fully agree to consider Kahoot! As a tool that allows them to be better prepared for the exam. On the other hand, the remaining 24% is partially in agreement with the statement of this question.

The third question "After answering questions on the Kahoot platform, have you been able to better manage the knowledge and content of the syllabus?" It reflects that 48% of the students surveyed strongly agree to consider Kahoot! as a useful tool enabling greater management of the knowledge and contents of the agenda. The 46% of the students surveyed partially agree with this statement and the remaining 6% do not show either agreement or disagreement without being able to specify the reason for this response.

The fourth question "Do you consider that Kahoot platform is suitable for the university level?". The 52% of the students surveyed agree to consider Kahoot! a suitable platform for the university level and 39% partially agrees with this assertion of which we can confirm once again the benefits in the use of Kahoot! within the levels of university education. The 2% partially disagree with this statement while there is no student totally disagree with this statement.

The results allow stating that within the selection of 46 students who have answered the questions posed in a pre-test, post-test and the test of global impressions the majority considers that Kahoot! gamification tool provides elements that encourage the students' interest in learning the concepts taught during the class
@InProceedings{MORALMUNOZ2018EXP,
author = {Moral-Munoz, J.A. and Hidalgo-Agudo, R.D. and Ruiz-Molinero, C. and Carmona-Barrientos, I. and Nu{\~n}ez-Moraleda, B. and Perez-Cabezas, V.},
title = {EXPERIENCE ON THE USE OF THE GAMIFICATION TOOL KAHOOT! IN PHYSIOTHERAPY STUDENTS},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0644},
url = {http://dx.doi.org/10.21125/inted.2018.0644},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {3347-3353}}
TY - CONF
AU - J.A. Moral-Munoz AU - R.D. Hidalgo-Agudo AU - C. Ruiz-Molinero AU - I. Carmona-Barrientos AU - B. Nuñez-Moraleda AU - V. Perez-Cabezas
TI - EXPERIENCE ON THE USE OF THE GAMIFICATION TOOL KAHOOT! IN PHYSIOTHERAPY STUDENTS
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0644
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 3347
EP - 3353
ER -
J.A. Moral-Munoz, R.D. Hidalgo-Agudo, C. Ruiz-Molinero, I. Carmona-Barrientos, B. Nuñez-Moraleda, V. Perez-Cabezas (2018) EXPERIENCE ON THE USE OF THE GAMIFICATION TOOL KAHOOT! IN PHYSIOTHERAPY STUDENTS, INTED2018 Proceedings, pp. 3347-3353.
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