Abstract:

Gamification has increasingly been recognized as an innovative pedagogical strategy capable of enhancing student engagement and promoting active learning in higher education. In nursing education, where students must integrate theoretical knowledge with clinical reasoning, decision-making and problem-solving skills, teaching approaches that stimulate participation and interaction are particularly relevant. Traditional lecture-based methods may not always generate sufficient motivation or involvement among students, especially during sessions focused on theoretical consolidation. In this context, the integration of digital gamified tools has emerged as a promising way to create more dynamic and student-centered learning environments. Among these tools, Kahoot! has become widely used due to its accessibility, interactive format and capacity to provide immediate feedback during classroom activities.

The aim of this study was to explore undergraduate nursing students’ perceptions of Kahoot! as a gamified learning strategy implemented in a classroom context. A descriptive cross-sectional study was conducted at a Portuguese school of nursing during a curricular unit of an undergraduate nursing program. Gamification was implemented as a complementary teaching strategy with a Kahoot-based quiz designed to reinforce theoretical content addressed during the class. The activity consisted of six multiple-choice questions presented at the end of the session as a strategy to review and consolidate key concepts. Students accessed the platform through their personal mobile devices while the questions were projected on the classroom screen. Each question had a limited response time and was followed by immediate feedback and brief clarification of the correct answer, allowing discussion and reinforcement of the content addressed.

A total of 112 undergraduate nursing students participated in the activity and completed an anonymous self-administered questionnaire immediately afterwards. The questionnaire assessed students’ perceptions regarding several dimensions of the learning experience, including engagement during the activity, perceived usefulness of the quiz, motivation to participate in the learning process and perceived contribution to understanding the class content. Responses were recorded using a five-point Likert scale.

Overall, students reported positive perceptions regarding the use of Kahoot! as a gamified learning strategy in undergraduate nursing education. Participants particularly valued the contribution of the activity to increasing classroom dynamism and interaction, as well as its usefulness for reviewing and consolidating previously taught theoretical content. Students also reported higher levels of engagement and motivation during the activity and expressed interest in having similar gamified learning experiences integrated more frequently into nursing classes. Although slightly lower, perceptions related to improved understanding of the class content were also favorable, suggesting that the activity may support knowledge consolidation while promoting a more participatory learning environment.

These findings suggest that Kahoot-based gamification can represent a valuable complementary teaching strategy in undergraduate nursing education. By fostering engagement, interaction and motivation, gamified quizzes may contribute to creating more dynamic classroom environments and supporting active learning approaches in higher education.

Keywords:

Gamification, Nursing education, Kahoot!, Active learning, Student engagement.