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Completed

NCT Number: NCT06142812

Gamification in the University Classroom.

This article aims to demonstrate the results of a study on the implementation of Kahoot as a gamification tool in university education. The objectives of this article are: to promote teaching by integrating the use of Kahoot to motivate students and increase their degree of interest and know the students' abilities. opinions on the implementation of this Gamification tool to teach grammar. The study uses a quasi-experimental research design over a four-month period observing variables such as attention, concentration and creativity, as well as social and personal skills.

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Key information

Conditions

University Student

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Agustín Aibar Almazán

Jaén, 23007, Spain

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • University participants who were enrolled in the second year of the Physiotherapy Degree at the University of Jaén will be included.
  • Study Period: Those participants who were available and participated in the study from September to December 2022 were considered.

Exclusion criteria

  • University students who did not provide informed consent according to the study's ethical guidelines.
  • Enrolled in at least one subject from another academic year.

Treatment and study plan

Kahoot!™ Group

Other

The theoretical concepts of each subject were taught over a period of four months, with a total duration of 30 hours. Of the total theoretical concepts of the subject, 50% were randomly selected to receive reinforcement through Kahoot! Each of the theoretical concepts chosen at random was consolidated through a Kahoot! questionnaire. which consisted of 15 questions, with three answer options. This questionnaire was administered at the end of the theoretical explanation of each section, with the objective of strengthening the learning of the contents just presented. After students answered each question in Kahoot!, the teacher clarified any questions related to that question and provided explanations as to why one answer was correct and the other two were incorrect. This process offered immediate feedback to students.

Primary outcomes

  1. D2 test

    Time frame: Up to twelve weeks

    Evaluates selective attention and concentration in the school context. The participant's task is to check carefully, starting from left to right, what is written on each line and must mark all the letters that have two small lines (two below, two above or one below and one above) with a "d". ". These elements are considered relevant. The other combinations (the "d" and the "p", with and without dashes) are considered irrelevant and should not be marked. The participant has 20 s for each line. This test has shown excellent reliability, with ranges between 0.90 and 0.97 for both Cronbach's α and the test-retest, and has also shown convergent and divergent validity.

  2. Creative intelligence test (CREA)

    Time frame: Up to twelve weeks

    Evaluates creative intelligence by asking questions about an image. The participant, without opening the image, fills in spaces with provided data. Then the image is shown, and the task is to ask as many questions as possible. Questions are evaluated according to specific guidelines, scoring positively appropriate questions and penalizing decontextualized ones. Additional points are awarded for compound questions. The final score is calculated considering the number of questions, omissions, canceled answers and extra points. A high score (75-99 points) indicates excellent creative abilities, medium (26-74 points) indicates a moderate level of creativity, and low (1-25 points) suggests limited creative ability.

  3. The ability subscale of the SEQ developed by Kember & Leung

    Time frame: Up to twelve weeks

    Will be used to collect data on students' reflections on the development of their generic abilities. It consists of 16 items that measure eight aspects of ability: critical thinking (2 items), creative thinking (2 items), self-managed learning (2 items), adaptability (2 items), problem solving (2 items), communication skills . (2 items), interpersonal skills and group work (2 items) and computer knowledge (2 items). Responses were recorded on a five-point Likert scale ranging from 5 ("strongly agree") to 1 ("strongly disagree"). The questionnaire also contains two open-ended questions to gather feedback on the best aspect and the one that needs improvement the most. In this study, the reliability of the ability subscale was high, with Cronbach's alphas of 0.86 and 0.92.

Sponsors and collaborators

Lead sponsor

University of Jaén

Other

Registry information

Official study title

Gamification in the Classroom: Kahoot as a Tool for University Teaching Innovation.

Important dates

Study start
2023
Primary completion
2023
Study completion
2023
First posted
Nov 22, 2023
Registry last updated
Mar 5, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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