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Performance in Kahoot! activities as predictive of exam performance
BACKGROUND: Game-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for format...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10242591/ https://www.ncbi.nlm.nih.gov/pubmed/37280600 http://dx.doi.org/10.1186/s12909-023-04379-x |
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author | Garza, MC Olivan, S Monleón, E Cisneros, Ana Isabel García-Barrios, A Ochoa, I Whyte, J Lamiquiz-Moneo, I |
author_facet | Garza, MC Olivan, S Monleón, E Cisneros, Ana Isabel García-Barrios, A Ochoa, I Whyte, J Lamiquiz-Moneo, I |
author_sort | Garza, MC |
collection | PubMed |
description | BACKGROUND: Game-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for formative assessment in medical education in two different subjects. METHODS: A prospective experimental study was conducted on a sample of 173 students enrolled in neuroanatomy (2021–2022). One hundred twenty-five students individually completed the Kahoot! prior to the final exam. In addition, students enrolled in human histology during two academic courses were included in the study. The control group course (2018–2019) received a traditional teaching methodology (N = 211), while Kahoot! was implemented during 2020–2021 (N = 200). All students completed similar final exams for neuroanatomy and human histology based on theory tests and image exams. RESULTS: The correlation between the Kahoot score and the final grade was analyzed for all students enrolled in neuroanatomy who completed both exercises. The correlation between the Kahoot exercise and the theory test, image exam and final grade was significantly positive in all cases (r = 0.334 p < 0.001, r = 0.278 p = 0.002 and r = 0.355 p < 0.001, respectively). Moreover, students who completed the Kahoot! exercise obtained significantly higher grades in all parts of the exam. Regarding human histology, the theory tests, image exams and final grades were significantly higher when using Kahoot! versus the “traditional” methodology (p < 0.001, p < 0.001 and p = 0.014, respectively). CONCLUSIONS: Our study demonstrates for the first time that Kahoot! can be used to improve and predict the final grade in medical education subjects. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04379-x. |
format | Online Article Text |
id | pubmed-10242591 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-102425912023-06-07 Performance in Kahoot! activities as predictive of exam performance Garza, MC Olivan, S Monleón, E Cisneros, Ana Isabel García-Barrios, A Ochoa, I Whyte, J Lamiquiz-Moneo, I BMC Med Educ Research BACKGROUND: Game-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for formative assessment in medical education in two different subjects. METHODS: A prospective experimental study was conducted on a sample of 173 students enrolled in neuroanatomy (2021–2022). One hundred twenty-five students individually completed the Kahoot! prior to the final exam. In addition, students enrolled in human histology during two academic courses were included in the study. The control group course (2018–2019) received a traditional teaching methodology (N = 211), while Kahoot! was implemented during 2020–2021 (N = 200). All students completed similar final exams for neuroanatomy and human histology based on theory tests and image exams. RESULTS: The correlation between the Kahoot score and the final grade was analyzed for all students enrolled in neuroanatomy who completed both exercises. The correlation between the Kahoot exercise and the theory test, image exam and final grade was significantly positive in all cases (r = 0.334 p < 0.001, r = 0.278 p = 0.002 and r = 0.355 p < 0.001, respectively). Moreover, students who completed the Kahoot! exercise obtained significantly higher grades in all parts of the exam. Regarding human histology, the theory tests, image exams and final grades were significantly higher when using Kahoot! versus the “traditional” methodology (p < 0.001, p < 0.001 and p = 0.014, respectively). CONCLUSIONS: Our study demonstrates for the first time that Kahoot! can be used to improve and predict the final grade in medical education subjects. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04379-x. BioMed Central 2023-06-06 /pmc/articles/PMC10242591/ /pubmed/37280600 http://dx.doi.org/10.1186/s12909-023-04379-x Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Garza, MC Olivan, S Monleón, E Cisneros, Ana Isabel García-Barrios, A Ochoa, I Whyte, J Lamiquiz-Moneo, I Performance in Kahoot! activities as predictive of exam performance |
title | Performance in Kahoot! activities as predictive of exam performance |
title_full | Performance in Kahoot! activities as predictive of exam performance |
title_fullStr | Performance in Kahoot! activities as predictive of exam performance |
title_full_unstemmed | Performance in Kahoot! activities as predictive of exam performance |
title_short | Performance in Kahoot! activities as predictive of exam performance |
title_sort | performance in kahoot! activities as predictive of exam performance |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10242591/ https://www.ncbi.nlm.nih.gov/pubmed/37280600 http://dx.doi.org/10.1186/s12909-023-04379-x |
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