出版社：Academia Europea de Dirección y Economía de la Empresa
摘要：Recent studies show that the use of self-assessment activities is a key learning mechanism, since they provide an important feedback that increases students’ motivation promoting greater responsibility on their own learning. Similarly, the evidence indicates that the use of gamification tools improves students’ extrinsic and intrinsic motivation. Combining these two approaches, this paper analyzes the role played by self-assessments activities performed using the Kahoot gamification tool and its impact on students’ learning process and outcomes –considering academic’s success and performance rates. Additionally, the gender has been considered in terms of its moderating effect on these relationships. Our findings indicate that students who have carried out self-assessment activities through Kahoot achieve higher success and performance rates compared to those students who have not. Moreover, we find that students' gender moderates the relationship between the use of Kahoot and their academic performance. Recientes investigaciones han puesto de manifiesto que el uso de autoevaluaciones constituye una importante estrategia de aprendizaje ya que, además de responsabilizar al estudiante de su propio aprendizaje, el feedback que le proporciona constituye un factor de gran relevancia motivacional. Asimismo, se han obtenido evidencias de que el uso de la gamificación puede introducir mejoras en la motivación, tanto extrínseca como intrínseca, del estudiante. Aunando ambos planteamientos, este trabajo analiza la influencia que tiene la realización de autoevaluaciones periódicas a través de un instrumento de gamificación –Kahoot– sobre los resultados del proceso de aprendizaje; resultados que se han estimado a partir de las tasas de éxito y rendimiento de los estudiantes. Adicionalmente, se ha analizado el género del estudiante con el fin de conocer si tiene un efecto moderador sobre las relaciones estudiadas. Los resultados muestran que los estudiantes que han realizado autoevaluaciones mediante Kahoot consiguen mayores tasas de éxito y rendimiento respecto de aquéllos que no las han realizado. Por otra parte, se observa que el género del estudiante modera la relación existente entre el uso de Kahoot y su rendimiento académico.
其他摘要：Recent studies show that the use of self-assessment activities is a key learning
mechanism, since they provide an important feedback that increases students’
motivation promoting greater responsibility on their own learning. Similarly, the evidence indicates that the use of gamification tools improves students’ extrinsic
and intrinsic motivation. Combining these two approaches, this paper analyzes
the role played by self-assessments activities performed using the Kahoot
gamification tool and its impact on students’ learning process and outcomes –
considering academic’s success and performance rates. Additionally, the gender
has been considered in terms of its moderating effect on these relationships. Our
findings indicate that students who have carried out self-assessment activities
through Kahoot achieve higher success and performance rates compared to
those students who have not. Moreover, we find that students' gender moderates
the relationship between the use of Kahoot and their academic performance.
