Citas bibligráficas
Cuyubamba, L., Rojas, D. (2024). Aplicación del Kahoot como herramienta didáctica en la asignatura de introducción a las redes en estudiantes de un instituto superior [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/684264
Cuyubamba, L., Rojas, D. Aplicación del Kahoot como herramienta didáctica en la asignatura de introducción a las redes en estudiantes de un instituto superior [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/684264
@mastersthesis{renati/1972585,
title = "Aplicación del Kahoot como herramienta didáctica en la asignatura de introducción a las redes en estudiantes de un instituto superior",
author = "Rojas Huamanchau, David Dali",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
Nowadays, in the contemporary digital environment, the inclusion of educational technologies in the classroom is positioned as a fundamental strategy to enhance the teaching-learning process. Within this range of technological resources, Kahoot stands out, a playful learning platform that gives teachers the possibility to generate interactive quizzes and educational games for their students. The purpose of this research is to evaluate the effect of Kahoot as a pedagogical instrument on the academic performance of students enrolled in the introductory networking course in the second semester of the Computer Networks and Security program. The methodological approach adopted corresponds to a quasi-experimental design of an applied nature. The study was conducted with a sample of 40 students, using a convenient and non-random sample selection method. In order to carry out this analysis, pre-tests and post-tests were administered to two groups of students. The results obtained in the pre-tests did not show significant divergences between the groups, suggesting that the students had a homogeneous level of knowledge at the beginning of the course. In contrast, the results of the post-tests showed a relevant disparity, evidencing better grades in the group that used Kahoot as a learning resource. The statistical evaluation through the Student's t-test yielded a p-value of 0.002, indicating that the improvement in academic performance is statistically relevant. The existence of a substantial difference in the grades between the two post-tests is observed, indicating that, in general, the students achieved better results in Post-Test 2 compared to Post-Test 1. This finding could suggest that the intervention of Kahoot as a pedagogical tool had a positive effect on the academic performance of the students. This study proposes various lines of future research to deepen its impact and potential, including the analysis of the long-term impact on academic performance, personalized learning strategies, effects on motivation and self-efficacy, gamification in diverse cultural and educational contexts, integration with other technological resources, and the impact on the development of soft skills.
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