The introduction of educational technologies in teaching-learning processes has modified the educational context traditionally focused on lecturers, connecting the student to a learning network without barriers. At present, scholars advocate the use of educational gamification tools, such as Kahoot, that lecturers could apply to encourage the student´s motivation and engagement in the university classrooms. This paper analyses a cause-effect relationship between the use of Kahoot in the classroom and the student´s satisfaction with the acquired learning. Through a questionnaire, data of 126 bachelor degree students in business administration in the year 2019/2020 were collected. The data were analysed through a PLS-SEM modeling. The flow state that students reached with Kahoot was measured using indicators to gather their perceptions on the usefulness of the tool to motivate and to learn. The analyses performed obtained good adjustments expressed in factor loadings in line with scientific recommendations, as well as an acceptable composite reliability index (> 0.7) and convergent validity of the measurement model (AVE > 0.5). Nearly 56% of students evaluated positively to Kahoot as tool to learn and a 68% as tool for enjoy with its use. The results of the path-analysis showed that the use of Kahoot was the main factor explaining (36.1%) the student´s satisfaction with the acquired learning (explained total variance, a 62.3%). As expected the role of the lecturer and designed activities were other critical factors. This paper contributes interesting results linked to the perceived usefulness of Kahoot among university students to facilitate educational´ objectives.
Luz María Marín-Vinuesa, University of La Rioja, Spain
Paula Rojas-García, University of La Rioja, Spain