AN EVALUATION OF KAHOOT AS AN EDUCATIONAL RESOURCE BY PRE-SERVICE TEACHERS

The application of gamification to the field of education appears to be generating new and enriching dynamics in teaching and learning. Increased motivation among pupils, greater participation and the greater efficacy of the education process are just some of the good points generally attributed to these types of experience. Because of its simplicity and versatility, one of the instruments most frequently used to introduce playful elements into learning is Kahoot. This study seeks to discover the opinions of a group of pre-service teachers as regards the use of Kahoot as a learning resource. The sample was made up of 72 students in the first year of the Degree in Primary Education run by the Faculty of Education at the University of Alicante (Spain). Bearing in mind the value that the interpretation of the participants’ words has for the aim of the study, the research was carried out using a qualitative approach. Data collection was performed via completion of a semi-structured questionnaire with seven open questions aimed at evaluating the pre-service teachers’ perceptions of Kahoot after they had used the tool in their training. Data treatment was carried out with the help of Aquad 7 computer software. An analysis of the results enabled it to be deduced that in general terms the participants gave a very positive evaluation of the use of this tool in their teaching and learning process, especially as regards reinforcing acquired knowledge. The gamification of learning, the cohesion and participation of the whole group, and the escape from traditional teaching models are just some of the aspects that participants referred to most favourably. They even said they intended to use such resources in their future work as teachers. Despite this, they also mentioned the competitiveness, the short time given to respond and the lack of technological resources as possible negative elements. These difficulties together with lack of aptitude and the conflict and distraction that may be generated among pupils are, in their opinion, some of the problems that could arise when using Kahoot in the school classroom. Considering the participants’ obvious willingness to use the tool, it would seem a good idea to insist on this type of strategy being incorporated into university learning environments. Including it would be a decisive factor in finally overcoming the transmissive approach to teaching and increase the interest and motivation of future teachers during their training.