Kahoot! no Ensino Superior: um Estudo sobre Aplicações, Limitações e Estratégias de Utilização
Resumo
A presença de tecnologias da informação e comunicação, atreladas às necessidades de metodologias mais ativas de aprendizagem, tem impulsionado transformações no ensino superior. Dentre estas mudanças está o uso de games em sala de aula, como meio para promover o engajamento e motivação dos estudantes. A presente pesquisa apresenta os resultados de uma revisão da literatura acerca do uso do Kahoot! no ensino superior, buscando investigar como vem sendo caracterizado seu uso, suas limitações e resultados positivos obtidos com seu emprego. Foram analisados 44 estudos obtidos nas bases Scopus e Web of Science. Os resultados demonstram impactos na promoção do engajamento e motivação entre estudantes. Considerando os desafios, nota-se que em boa parte giram em torno de problemas técnicos como falhas no acesso à Internet, ou uso mal planejado da ferramenta. Neste sentido, são apontados os principais aspectos a serem considerados ao utilizar o Kahoot! em sala de aula.
Referências
Alawadhi, A., & Abu-Ayyash, E. A. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 1-30.
Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International journal of social research methodology, 8(1), 19-32.
Campillo-Ferrer, J. M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12), 4822.
Chen, Y. M. (2022). Understanding foreign language learners’ perceptions of teachers' practice with educational technology with specific reference to Kahoot! and Padlet: A case from China. Education and information technologies, 27(2), 1439-1465.
Ebadi, S., Rasouli, R., & Mohamadi, M. (2021). Exploring EFL learners’ perspectives on using Kahoot as a game-based student response system. Interactive Learning Environments, 1-13.
Elkhamisy, F. A. A., & Wassef, R. M. (2021). Innovating pathology learning via Kahoot! game-based tool: a quantitative study of studentsperceptions and academic performance. Alexandria Journal of Medicine, 57(1), 215-223.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26, 3251-3278.
Fuster-Guilló, A.; Pertegal-Felices, M. L.; Jimeno-Morenilla, A.; Azorín-López, J.; Rico-Soliveres, M. L.; Restrepo-Calle, F. Evaluating Impact on Motivation and Academic Performance of a Game-Based Learning Experience Using Kahoot. Frontiers in Psychology, v. 10, 13 dez. 2019. Seção: Psicologia Educacional.
Gokbulut, B. (2020). The effect of Mentimeter and Kahoot applications on university students’e-learning. World Journal on Educational Technology: Current Issues, 12(2), 107-116.
Ismail, M. A. A., & Mohammad, J. A. M. (2017). Kahoot: A promising tool for formative assessment in medical education. Education in medicine journal, 9(2).
Leal, G. G., & de Castro Vila, R. (2020). Dispositivos Móviles en Educación Superior: la experiencia con Kahoot!. Dirección y Organización, (70), 5-18.
Matsubara, M., & Yoshida, H. (2018). Fostering autonomous learners of vocabulary acquisition using content-based ICT methods. Humanities & Social Sciences Reviews, 6(1), 36-43.
Morán, J. (2015). Mudando a educação com metodologias ativas. Coleção mídias contemporâneas. Convergências midiáticas, educação e cidadania: aproximações jovens, 2(1), 15-33.
Nuri, H. S. M.; Quadir, S. M., Rashid, R.; Azaldin, A. H. Perceptions of Postgraduate Students Towards the use of Kahoot as A Formative Assessment Tool in an English Language Course (2022). Journal of University of Raparin, 9 (5)
Paiva, M. R. F., Parente, J. R. F., Brandão, I. R., & Queiroz, A. H. B. (2016). Metodologias ativas de ensino-aprendizagem: revisão integrativa. SANARE-Revista de Políticas Públicas, 15(2).
Pertegal-Felices, M. L., Jimeno-Morenilla, A., Sánchez-Romero, J. L., & Mora-Mora, H. (2020). Comparison of the effects of the Kahoot tool on teacher training and computer engineering students for sustainable education. Sustainability, 12(11), 4778.
Peters, M. D., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B. (2015). Guidance for conducting systematic scoping reviews. JBI Evidence Implementation, 13(3), 141-146.
Quiroz, J. S., & Castillo, D. M. (2017). Una propuesta de modelo para introducir metodologías activas en educación superior. Innovación educativa (México, DF), 17(73), 117-131.
Rodrigues, I. M., Soares, N. F., Lopes, J. M., Oliveira, J. C., & Lopes, J. M. (2021). Gamificação Como Uma Nova Tendência No Processo De Cocriação. Ram. Revista De Administração Mackenzie, 22.
Ruiz, C. G. (2021). The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective. Journal of Spanish Language Teaching, 8(1), 63-78.
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in human behavior, 87, 192-206.
Sianturi, Alex Dharmawan; Hung, Ruei-Tang. The Challenges of Using Kahoot! in Teaching and Learning in Higher Education – A Systematic Review. In: Proceedings of the 6th International Conference on Digital Technology in Education (ICDTE '22), 2022. p. 72-77.
Tao, Y., & Zou, B. (2021). Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning, 120.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
Youssef, M. (2021). Assessing the Use of Kahoot! in an Undergraduate General Chemistry Classroom. Journal of Chemical Education, 99(2), 1118-1124.
Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International journal of social research methodology, 8(1), 19-32.
Campillo-Ferrer, J. M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12), 4822.
Chen, Y. M. (2022). Understanding foreign language learners’ perceptions of teachers' practice with educational technology with specific reference to Kahoot! and Padlet: A case from China. Education and information technologies, 27(2), 1439-1465.
Ebadi, S., Rasouli, R., & Mohamadi, M. (2021). Exploring EFL learners’ perspectives on using Kahoot as a game-based student response system. Interactive Learning Environments, 1-13.
Elkhamisy, F. A. A., & Wassef, R. M. (2021). Innovating pathology learning via Kahoot! game-based tool: a quantitative study of studentsperceptions and academic performance. Alexandria Journal of Medicine, 57(1), 215-223.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26, 3251-3278.
Fuster-Guilló, A.; Pertegal-Felices, M. L.; Jimeno-Morenilla, A.; Azorín-López, J.; Rico-Soliveres, M. L.; Restrepo-Calle, F. Evaluating Impact on Motivation and Academic Performance of a Game-Based Learning Experience Using Kahoot. Frontiers in Psychology, v. 10, 13 dez. 2019. Seção: Psicologia Educacional.
Gokbulut, B. (2020). The effect of Mentimeter and Kahoot applications on university students’e-learning. World Journal on Educational Technology: Current Issues, 12(2), 107-116.
Ismail, M. A. A., & Mohammad, J. A. M. (2017). Kahoot: A promising tool for formative assessment in medical education. Education in medicine journal, 9(2).
Leal, G. G., & de Castro Vila, R. (2020). Dispositivos Móviles en Educación Superior: la experiencia con Kahoot!. Dirección y Organización, (70), 5-18.
Matsubara, M., & Yoshida, H. (2018). Fostering autonomous learners of vocabulary acquisition using content-based ICT methods. Humanities & Social Sciences Reviews, 6(1), 36-43.
Morán, J. (2015). Mudando a educação com metodologias ativas. Coleção mídias contemporâneas. Convergências midiáticas, educação e cidadania: aproximações jovens, 2(1), 15-33.
Nuri, H. S. M.; Quadir, S. M., Rashid, R.; Azaldin, A. H. Perceptions of Postgraduate Students Towards the use of Kahoot as A Formative Assessment Tool in an English Language Course (2022). Journal of University of Raparin, 9 (5)
Paiva, M. R. F., Parente, J. R. F., Brandão, I. R., & Queiroz, A. H. B. (2016). Metodologias ativas de ensino-aprendizagem: revisão integrativa. SANARE-Revista de Políticas Públicas, 15(2).
Pertegal-Felices, M. L., Jimeno-Morenilla, A., Sánchez-Romero, J. L., & Mora-Mora, H. (2020). Comparison of the effects of the Kahoot tool on teacher training and computer engineering students for sustainable education. Sustainability, 12(11), 4778.
Peters, M. D., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B. (2015). Guidance for conducting systematic scoping reviews. JBI Evidence Implementation, 13(3), 141-146.
Quiroz, J. S., & Castillo, D. M. (2017). Una propuesta de modelo para introducir metodologías activas en educación superior. Innovación educativa (México, DF), 17(73), 117-131.
Rodrigues, I. M., Soares, N. F., Lopes, J. M., Oliveira, J. C., & Lopes, J. M. (2021). Gamificação Como Uma Nova Tendência No Processo De Cocriação. Ram. Revista De Administração Mackenzie, 22.
Ruiz, C. G. (2021). The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective. Journal of Spanish Language Teaching, 8(1), 63-78.
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in human behavior, 87, 192-206.
Sianturi, Alex Dharmawan; Hung, Ruei-Tang. The Challenges of Using Kahoot! in Teaching and Learning in Higher Education – A Systematic Review. In: Proceedings of the 6th International Conference on Digital Technology in Education (ICDTE '22), 2022. p. 72-77.
Tao, Y., & Zou, B. (2021). Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning, 120.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
Youssef, M. (2021). Assessing the Use of Kahoot! in an Undergraduate General Chemistry Classroom. Journal of Chemical Education, 99(2), 1118-1124.
Publicado
06/11/2023
Como Citar
CASEMIRO, Ítalo; COSTA, Bruno.
Kahoot! no Ensino Superior: um Estudo sobre Aplicações, Limitações e Estratégias de Utilização. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 584-593.
DOI: https://doi.org/10.5753/sbie.2023.233851.
