Abstract:

Knowing the situation of the students before the beginning of the course helps to carry out a coherent and optimal lesson planning. This point becomes of special interest when teaching a core subject in the first year of different Engineerign degrees―as is the case of the subject of Engineering Graphics―, and students have different levels of initial knowledge.

The use of new technologies allows us to use new strategies such as gamification to perform an initial analysis of the students. Using kahoot as a playful evaluative tool, we have performed an initial evaluation of the students. This idea arises to confirm the hypothesis, obtained from our teaching experience, according to which students of different grades have different level of previous knowledge of technical drawing.

The evaluation was conducted on a group of 48 first-year students belonging to degrees of Industrial, Mechanical, Chemical, Electrical and Food and Agricultural Engineers. Results show that more than half of the students did not previously know the kahoot application. Results also confirm our hypothesis, since half or more of the students from Chemical and Food and Agricultural Engineering have never attended a subject related to technical drawing before arriving at the university.

This has led us to propose some actions, such as classes of reinforcement and a slight modification in the planning of teaching of Chemical and Food and Agricultural Engineering. The good response of students to the use of Kahoot also makes us consider gamification as a complementary strategy to use in class. Introducing gamification in class, we expect to increase the student motivation.

Keywords:

Gamification, kahoot, Engineering Graphics.