Abstract
The approach of gamified assessments has significant implications in student learning and encourages educators to develop dynamic learning environments with permanent feedback, establishing a formative context that, through dynamic techniques, evaluates the content taught and measures the progress of learning. Responding to this background, the present research determines through a quantitative methodology, the potential of Kahoot in the university evaluation of Clinical Psychology students of the Universidad Técnica Particular de Loja (UTPL) and establishes a comparison between their average bimonthly evaluation score on the platform and the bimonthly written exam developed in the classroom. It is concluded that students improve their learning with the use of the Kahoot platform, presenting high levels of success in the topics raised throughout the academic course, which demonstrates its feasibility to reinforce the academic results obtained and process knowledge during professional training. In addition, it was established that the use of Kahoot is feasible in preparing students for a final written evaluation.
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Salazar-Vallejo, G., Rivera-Rogel, D. (2024). Gamification in Higher Education Assessment Through Kahoot. In: Rocha, A., Adeli, H., Dzemyda, G., Moreira, F., Colla, V. (eds) Information Systems and Technologies. WorldCIST 2023. Lecture Notes in Networks and Systems, vol 800. Springer, Cham. https://doi.org/10.1007/978-3-031-45645-9_14
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