Kahoot! in Music and Physical Education Disciplines in Higher Education
DOI:
https://doi.org/10.51698/aloma.2022.40.1.45-54Keywords:
Gamification, Kahoot, Higher Education, Music Education, Physical EducationAbstract
Kahoot! platform has been shown to be a versatile, easily accessible and user-friendly. However, according to the scientific literature the platform is more widely used in theoretical subjects and less in more practical fields. In this study, therefore, we conducted a survey of 324 students from two Spanish public universities who used Kahoot in Music and Physical Education during the 2019-2020 academic year. For this purpose, we created a 5-dimension questionnaire: usefulness, fun, learning, interaction and involvement. Confirmatory factor analysis was used to test the questionnaire’s goodness of fit (e.g., CFI=.984), which was found to be adequate. In general, participants rated each of these items positively. Opinions were more favourable in Music than in Physical Education in most dimensions. We observed that second and third year students tended to give higher scores, and that their responses are similar regardless of their university and their previous experience with Kahoot before participating in this study. Our conclusions suggest that Kahoot! allows teachers to present this conceptual content in a different way by integrating both the concepts and procedures in an active, innovative, collaborative methodology that is more attractive to the students, and consequently helps them learn more effectively.
Downloads
References
Bai, S., Hew, K. F. & Huang, B. (2020) Does gamification improve student learning outcome? Evidence from a meta-analysis & synthesis of qualitative data in educational contexts. Educational Research Review, 30, 1003221. https://doi.org/10.1016/j.edurev.2020.100322
Barnett, R. (2020). Towards the creative university: Five forms of creativity and beyond. Higher Education Quarterly, 74(1), 5–18. https://doi.org/10.1111/hequ.12231
Bryant, S. G., Correll, J. M., & Clarke, B. M. (2018). Fun with pharmacology: Winning students over with Kahoot! game-based learning. Journal of Nursing Education, 57(5), 320. https://doi.org/10.3928/01484834-20180420-15
Cameron K. E., & Bizo L. A. (2019). Use of the game-based learning platform KAHOOT! to facilitate learner engagement in animal science students. Research in Learning Technology, 27, 1-14. https://doi.org/10.25304/rlt.v27.2225
Cantos, A. (2017). Utilidad en educación musical de las aplicaciones móviles informáticas de Android y Apple: Estudio comparativo [Usefulness in music education of the mobile computer applications of Android and Apple: Comparative study]. Creativity and Educational Innovation Review, 1, 141-154. https://doi.org/10.7203/CREATIVITY.1.12067
Carrión, E. (2019). El uso del juego y la metodología cooperativa en la Educación Superior: Una alternativa para la enseñanza creativa. [The use of the game and the cooperative Methodology in Highet Educatio: An alternative for creative teaching]. Arts Educa, 23, 70-97. https://www.e-revistes.uji.es/index.php/artseduca/article/view/3875
Castro, M., Fuentes, L., Valero, M. S., Grasa, L., Plaza, M. A., Miana, J., Arruebo, M. P., Puisac, B., Lou, J. M. & Gros, M. P. (2018). Mecánicas de juego para aprender materias básicas. Aplicación Kahoot y Fisiología [Game mechanics to learn basic subjectis. Kahoot and Physiology App]. In J. L. Alejandre Marco (Coord.). Buenas prácticas en la docencia universitaria con apoyo de las TIC. Experiencias en 2017 (pp. 65-72). Prensas de la Universidad de Zaragoza.
Castro, M. J., López, M, Cao, M. J., Fernández-Castro, M., García, S., Frutos, M. & Jiménez, J. M. (2019). Impact of educational games on academic outcomes of students in the Degree in Nurse. PLoS ONE, 14(7), 1-12. https://doi.org/10.1371/journal.pone.0220388
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Earlbaum Associates.
Curt-Prieto, M., Orcos-Palma, L., Blázquez-Tobías, P. J. & Molina-León, F. J. (2019). Student assessment of the use of Kahoot in the learning process of science and mathematics. Education Sciences, 9(1), 1-13. https://doi.org/10.3390/educsci9010055
De Sales, C., Roig, A., & Marín, D. (2019). Análisis DAFO de herramientas tecnológicas para el área de música [SWOT analysis of technological tool for Music Area]. DIM: Didáctica, Innovación y Multimedia, 37. https://www.raco.cat/index.php/DIM/article/view/356988
De Soto-García, I. S. (2018). Herramientas de gamificación para el aprendizaje de ciencias de la tierra. [Gamification Tools for Earth Science]. EDUTEC. Revista Electrónica de Tecnología Educativa, 65, 29-39.
https://doi.org/10.21556/edutec.2018.65.1143
Faiella, F. & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 13-21. https://doi.org/10.20368/1971-8829/1072
Fotaris, P., Mastoras, T., Leinfellner, R. & Rosunally, Y. (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class. The Electronic Journal of e-Learning, 14(2), 94-110.
Fuster-Guilló, A., Pertegal-Felices M. L., Jimeno-Morenilla, A., Azorín-López, J., Rico-Soliveres, M. L., & Restrepo-Calle, F. (2019). Evaluating impact on motivation and academic performance of a game-based learning experience using Kahoot. Frontiers in Psychology, 10, 1-8. https://doi.org/10.3389/fpsyg.2019.02843
García-Valcárcel, A. & Tejedor-Tejedor, F. J. (2017). Percepción de los estudiantes sobre el valor de las TIC en sus estrategias de aprendizaje y su relación con el rendimiento. Educación XX1, 20(2), 137-159. https://doi.org/10.5944/educxx1.19035
Gértrudix-Barrio, M., Esteban-Sánchez, N., Gálvez de la Cuesta, M. C. & Rivas Rebaque, B. (Eds.) (2017). La innovación educativa como agente de transformación digital en la educación superior [Educational innovation as an agent of digital transformation in higher education]. Dykinson.
Giménez-Leal, G. & De Castro-Vila, R. (2019). Dispositivos móviles en educación superior: La experiencia con Kahoot! [Mobile devices in higher education: The kahoot experience!]. Dirección y Organización, 70, 5-18. https://doi.org/10.37610/dyo.v0i70.565
Guardia, J. J., Del Olmo, J. L., Roa, I., & Berlanga, V. (2019). Innovation in the teaching-learning process: The case of kahoot! On the Horizon, 27(1), 35-45. https://doi.org/10.1108/OTH-11-2018-0035
Gursoy, G. & Orhan, D. (2019). The experiences of pre-service science teachers in educational content development using web 2.0 tools. Contemporary Educational Technology, 10(4), 338–357. https://doi.org/10.30935/cet.634168
Guzmán-Gómez, C., & Salcedo-Ramos, C. (2015). Experiencias, vivencias y sentidos en torno a la escuela y a los estudios: Abordajes desde las perspectivas de alumnos y estudiantes [Experiment, experience and meanings around school and studies: Approaches from the perspectives of pupils and students]. Revista Mexicana de Investigación Educativa, 20(67), 1019-1054.
Hanus, M. D. & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Ismail, M. A., Ahmad, A., Mohamad, J. A., Fakri, N. M. R., Nor, M. Z. M. & Pa, M. N. M. (2019). Using kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Medical Education, 19(1), 230–230. https://doi.org/10.1186/s12909-019-1658-z
Kapp, K. (2012). The gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer.
Kim, G., & Gurvitch, R. (2018). Integrating Web-assessment Technology in Health and Physical Education. Journal of Physical Education, Recreation & Dance, 89(9), 12-19. https://doi.org/10.1080/07303084.2018.1512915
Learreta, B. & Sierra, M. A. (2003). La música como recurso didáctico en Educación Física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 6, 27-37. https://doi.org/10.47197/retos.v0i6.35080
Mingo-López, D. V., & Vidal-Meliá, L. (2019). Actividades Kahoot! en el aula y satisfacción del alumnado. 3C TIC. Cuadernos de desarrollo aplicados a las TIC, 8(1), 96-115. http://dx.doi.org/10.17993/3ctic.2019.81.96-115
Mouws, K., & Bleumers, L. (2015). Co-creating games with children: A case Study. International Journal of Gaming and Computer-Mediated Simulations, 7(3), 22- 43. https://doi.org/10.4018/IJGCMS.2015070102
Muthén, L. K., & Muthén, B. O. (2010). Mplus User's Guide. Muthén & Muthén.
Ortí, J. (2018). La gamificación en educación física. Desarrollo de la condición física a través de Kahoot [Gamification in physical education. Fitness development through Kahoot]. Tándem Didáctica de la Educación Física, 60, 58-61.
Pérez-López, I. & Rivera-García, E. (2017). Formar docentes, formar personas: Análisis de los aprendizajes logrados por estudiantes universitarios desde una experiencia de gamificación [Developing teachers, developing people: Analysis of the lessons learnt by university students from a gamification experience]. Signo y Pensamiento, 36(70), 112–129. https://doi.org/ 10.11144/Javeriana.syp36-70.fdfp
Pérez, A., & Hortigüela., D. (2020). ¿Y si toda la innovación no es positiva en Educación Física? Reflexiones y consideraciones prácticas [Is innovation always positive in Physical Education? Reflections and practical considerations]. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 37(37), 579-587. https://doi.org/10.47197/retos.v37i37.74176
Pintor, P. (2017). Gamificando con Kahoot en evaluación formativa [Gamification with Kahoot in Formative Assessment]. Infancia, Educación y Aprendizaje, 3(2), 112-117. https://doi.org/10.22370/ieya.2017.3.2.709
Pitt, J. (2020). Communicating through musical play: Combining speech and language therapy practices with those of early childhood music education – the SALTMusic approach. Music Education Research, 22(1), 68-86. https://doi.org/10.1080/14613808.2019.1703927
Quintanal, F. (2016). Gamificación y la física-química de secundaria [Gamification and Physics and Chemistry of Secondary Education]. Education in the Knowledge Society, 17(3), 13-28. http://dx.doi.org/10.14201/eks20161731328
Rahmahani, D., Suyoto, & Pranowo. (2020). The effect of gamified student response system on student’s perception and achievement. International Journal of Engineering Pedagogy, 10(2), 45-58. https://doi.org/10.3991/ijep.v10i2.11698
Ranieri, M., Raffaghelli, J. E. & Bruni, I. (2018). Game-based student response system: Revisiting its potentials and criticalities in large-size classes. Active Learning in Higher Education, 22(22), 1-18. https://doi.org/10.1177/1469787418812667
Ramos, S. & Botella, A. M. (2017). Innovación y didáctica musical para la docencia del siglo XXI en educación superior [Innovation and musical didactics for the teaching of XXI century in higher education]. Dedica. Revista de Educação e Humanidades, 12, 155- 169. https://doi.org/10.30827/dreh.v0i12.6787
Sánchez-Pavón, I., Ortiz-Toquero, S. & Martín-Herranz, R. (2017). Introducción de la gamificación en el aula universitaria: evaluación formativa con Kahoot! y Socrative [Introduction of gamification in the university classroom: formative assessment with Kahoot! and Socrative]. In A. I. Allueva Pinilla & J. L. Alejandre Marco (Coords). Aportaciones de las tecnologías como eje en el nuevo paradigma educativo (pp. 117-127). Prensas de la Universidad de Zaragoza.
Saracoglu, G. & Kocabatmaz, H. (2019). A study on Kahoot and Socrative in line with preservice teachers’ views. Educational Policy Analysis and Strategic Research, 14(4), 31–46. https://doi.org/10.29329/epasr.2019.220.2
Taber, K. (2006). Beyond Constructivism: The progressive research programme into learning science. Studies in Science Education, 42(1), 125-184. https://doi.org/10.1080/03057260608560222
Tarka, P. (2017). The comparison of estimation methods on the parameter estimates and fit indices in SEM model under 7-point Likert scale. Archives of Data Science, 2(1), 1-16. https://doi.org/10.5445/KSP/1000058749/10
Tewthanom, K. (2019). The effect of Kahoot web-based learning on learning skills of pharmacy students: The trend in clinical pharmacokinetics course for 2 generations. Indian Journal of Pharmaceutical Education and Research, 53(2), 212-215. https://doi.org/10.5530/ijper.53.2.28
Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and Education: Achievements, Cognitive Loads, and Views of Students. International Journal of Emerging Technologies in Learning, 11(7), 64-60. https://doi.org/10.3991/ijet.v11i07.5455
Victoria, C. (2020). Herramientas TIC para la gamificación en Educación Física [ICT tools for gamification in Physical Education]. Edutec. Revista Electrónica de Tecnología Educativa, 71, 67-83. https://doi.org/10.21556/edutec.2020.71.1453
Wang, A. I. & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149, 1-22. https://doi.org/10.1016/j.compedu.2020.103818
Yürük, N. (2019). Edutainment: Using kahoot! as a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89–101. https://doi.org/10.31681/jetol.557518
Downloads
Published
Versions
- 2026-07-29 (2)
- 2022-05-12 (1)
How to Cite
Issue
Section
License
Copyright (c) 2022 Desirée García Gil, Carolina Bonastre Vallés, Carlos Avilés Villarroel, Irenea Ramón Otero
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
From issue 39(1) 2021 on, the authors conserve the copyright to their work and grant the journal the first publication rights to the work, registered under a Creative Commons attribution license, which allows for the publication of the work as long as attribution is make as to its authorship and it is first published in this journal. Before issue 39(1), copyright is hold by the publisher.
Aloma is published under Creative Commons license Attribution-Noncommercial-ShareAlike (by-nc-sa): Commercial use of the original work or any derived works is not permitted, and distribution of such works must be under a license equal that regulates the original work.
Authors have permission to publish their work online and are encouraged to do so (for example, on institutional websites or on their own websites), as this could amplify the effects of the work and attract more citations.
