Work

Kahoot! as a tool to enhance learning for engineering students in economics & management courses

Year: 2025

Type: article

Abstract: This study investigates the effectiveness of gamification tools, specifically Kahoot!, in improving the academic performance of materials engineering students enrolled in the Business Organization course. This quantitative research with a pre-experimental design analyzed the impact of Kahoot! quizzes on engineering students enrolled in management courses. These quizzes were utilized to assess student knowledge of course content. Upon course completion, a satisfaction survey was conducted to gauge student perceptions of the learning experience. To analyze the data, the Mann-Whitney U test and Kruskal-Wallis H-test were used to compare grades between groups that utilized Kahoot and those that did not. Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the responses from the satisfaction survey. These findings highlight the potential of gamification to enhance student engagement, motivation, and ultimately, academic outcomes. This research contributes to the growing body of literature on gamification in education by providing empirical evidence of its effectiveness in engineering contexts. The findings offer educators actionable pedagogical strategies to enhance real-time student learning and engagement, thereby maximizing student potential in the classroom. Specifically, this study demonstrates how the implementation of Kahoot! in management courses for engineering students can improve assimilation of complex concepts. • Tools like Kahoot! enhance student engagement in business courses. • Gamification activities enhance exam performance. • Enjoyment with gamification sessions positively influenced overall learning. • Engagement and motivation are related to academic performance. • Real time feedback allows students to enhance their academic performance.

Source: The International Journal of Management Education

DOI: 10.1016/j.ijme.2025.101173

Authors: Y. Navarro-Castillo, I. Pablo-Lerchundi, G. Morales-Alonso

Institutions: Universidad Nacional Agraria La Molina, Universidad Politécnica de Madrid

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,130