Abstract
The use of digital educational resources in the classroom represents an accessible and interactive opportunity to improve teaching-learning processes. The aim of this systematic review was to analyse the effects of using Kahoot! in primary school students. To this end, a bibliographic search was carried out in the Scopus, Web of Science, PubMed and Dimensions databases. We identified and evaluated 20 studies using the PRISMA literature review methodology. The results show that the use of this software can have positive effects on academic performance, in addition to promoting motivation, classroom dynamics and positive attitudes of both students and teachers. However, limitations associated with technical problems are also reported, such as the need for efficient connectivity and the lack of teacher training. These findings highlight the pedagogical potential of Kahoot! in primary education, while underlining the need for adequate technological conditions for its effective implementation.
References
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[18] M. Schlenz, A. Schmidt, B. Wöstmann, N. Krämer, and N. Schulz-Weidner, “Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): A cross-sectional study,” BMC Medical Education, vol. 20, no. 354, 2020.
[19] G. Bediang et al., “Computer literacy and E-learning perception in Cameroon: The case of Yaounde Faculty of Medicine and Biomedical Sciences,” BMC Medical Education, vol. 13, no. 57, 2013.
[20] J. López-Belmonte, S. Pozo Sánchez, A. Fuentes Cabrera, and J. M. Romero Rodríguez, “Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain),” Journal of Technology and Science Education, vol. 10, no. 1, 2020.
[2] Y. Basuki and Y. Hidayati, “Kahoot! or Quizizz: The Students’ Perspectives,” in Proc. 3rd English Language and Literature Int. Conf. (ELLiC), Semarang, Indonesia, Apr. 2019. [Online]. Available: https://eudl.eu/doi/10.4108/eai.27-4-2019.2285331
[3] M. A. Grávalos Gastamiza, R. Hernández Garrido, and C. Pérez Calañas, “La herramienta tecnológica Kahoot como medio para fomentar el aprendizaje activo: Un análisis sobre su impacto en la docencia en el Grado de Administración y Dirección de Empresas,” Campus Virtuales, 2022. https://doi.org/10.54988/cv.2022.1.970
[4] A. B. Arce Álvarez, N. Feria Espinoza, and O. A. Gamarra Valencia, “Uso de la herramienta virtual KAHOOT para mejorar la comprensión lectora en los estudiantes de cuarto grado ciclo avanzado del Centro de Educación Básica Alternativa Micaela Bastidas, Arequipa 2020,” 2022. [Online]. Available: http://tesis.ucsm.edu.pe/repositorio/handle/20.500.12920/11488
[5] M. Magadán-Díaz and J. I. Rivas-García, “Gamificación del aula en la enseñanza superior online: El uso de Kahoot,” Campus Virtuales, vol. 11, no. 1, 2022. https://doi.org/10.54988/cv.2022.1.978
[6] C. A. Samaniego, “El Uso de la Plataforma Kahoot en el Proceso de Enseñanza-Aprendizaje,” 2022. [Online]. Available: https://repositorio.uesiglo21.edu.ar/handle/ues21/24234
[7] T. Bell, P. Andreae, and A. Robins, “A case study of the Introduction of Computer Science in NZ schools,” 2014. [Online]. Available: http://hdl.handle.net/10092/10570
[8] J. Rojas Viteri, A. Álvarez Zurita, and D. Bracero Huertas, “Uso de Kahoot como elemento motivador en el proceso enseñanza-aprendizaje,” 2021. [Online]. Available: http://www.dspace.uce.edu.ec/handle/25000/22596
[9] A. B. Arce Álvarez, N. Feria Espinoza, and O. A. Gamarra Valencia, “Uso de la herramienta virtual KAHOOT para mejorar la comprensión lectora en los estudiantes de cuarto grado ciclo avanzado del Centro de Educación Básica Alternativa Micaela Bastidas, Arequipa 2020,” 2022. [Online]. Available: http://tesis.ucsm.edu.pe/repositorio/handle/20.500.12920/11488
[10] P. Garzon and E. Inga, “Advancing Primary Education through Active Teaching Methods and ICT for Increasing Knowledge,” Sustainability, vol. 15, no. 12, 2023.
[11] G. Fransson, O. J. Lindberg, and A. D. Olofsson, “From a student perspective, what constitutes a good (or less good) use of ICT in teaching?,” Education and Information Technologies, vol. 23, no. 5, pp. 2155–2177, 2018.
[12] D. Orhan Göksün and G. Gürsoy, “Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz,” Computers & Education, vol. 135, pp. 15–29, 2019.
[13] S. D. P. Miras, “El uso de los dispositivos móviles en clase de Historia: Experiencia de uso de Kahoot como herramienta evaluadora,” DIM: Didáctica, Innovación y Multimedia, no. 35, 2017.
[14] L. Castillo-Cuesta, “Using Digital Games for Enhancing EFL Grammar and Vocabulary in Higher Education,” Int. J. Emerging Technologies in Learning (iJET), vol. 15, no. 20, 2020.
[15] F. Fraga Varela, E. Vila Couñago, and E. Martínez Piñeiro, “Impacto de los juegos serios en la fluidez matemática: Un estudio en Educación Primaria,” Comunicar: Revista Científica de Comunicación y Educación, no. 69, pp. 125–135, 2021.
[16] A. Ros-Morente, E. Cuenca, and G. F. Guiu, “Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents,” Int. J. Emerging Technologies in Learning (iJET), vol. 13, no. 9, 2018.
[17] O. Y. Zhyhadlo, “Aplicación de herramientas digitales basadas en juegos para la evaluación formativa en clases de lengua extranjera,” 2022. [Online]. Available: https://ouci.dntb.gov.ua/en/works/ldv558n7/
[18] M. Schlenz, A. Schmidt, B. Wöstmann, N. Krämer, and N. Schulz-Weidner, “Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): A cross-sectional study,” BMC Medical Education, vol. 20, no. 354, 2020.
[19] G. Bediang et al., “Computer literacy and E-learning perception in Cameroon: The case of Yaounde Faculty of Medicine and Biomedical Sciences,” BMC Medical Education, vol. 13, no. 57, 2013.
[20] J. López-Belmonte, S. Pozo Sánchez, A. Fuentes Cabrera, and J. M. Romero Rodríguez, “Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain),” Journal of Technology and Science Education, vol. 10, no. 1, 2020.
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