Gamification and Formative Feedback with Kahoot! in Programming Fundamentals: A TAM–SDT–UCD Approach with Mechatronics Engineering Students
DOI:
https://doi.org/10.56294/dm2025839Keywords:
gamification, Formative feedback, programming, Kahoot!, Mechatronics engineering educationAbstract
Immediate and meaningful feedback is a key element in improving academic performance in computational foundational disciplines. This study aimed to evaluate the impact of gamified strategies in the feedback process of the Programming Fundamentals course. The intervention was conducted with a population of 31 first-level students from the Mechatronics Engineering program at Universidad Técnica del Norte, of which 15 students voluntarily participated from the same course. Activities were designed using the Kahoot! platform, focused on reinforcing theoretical and practical content related to the course syllabus and the programming languages Java and Python. The adopted methodology was applied in nature, with a descriptive approach and exploratory scope. The results showed increased active participation, improved retention of key concepts, and a more positive attitude towards programming learning. In addition, recurring error patterns were identified, which served as input for tailored feedback. The use of playful dynamics fostered a collaborative learning environment, contributing to the development of cognitive and metacognitive skills. It was concluded that the integration of educational technologies with gamification elements enhances the effectiveness of feedback processes, increases students' intrinsic motivation, and enables timely identification of knowledge gaps. This approach is especially valuable in programming education, where active engagement and continuous practice are critical to academic success.
References
1. Franco-Segovia ÁM. Importancia de la gamificación en el proceso de enseñanza-aprendizaje. 2023;8. Available from: https://dialnet.unirioja.es/descarga/articulo/9152386.pdf
2. Deterding S, Khaled R, Nacke LE, Dixon D. Gamification: Toward a Definition. In: Proceedings of the CHI 2011 Workshop [Internet]. Vancouver; 2011. Available from: http://gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
3. Sarabia-Guevara DA, Bowen-Mendoza LE. Uso de la gamificación en el proceso de enseñanza aprendizaje en carreras de ingeniería: revisión sistemática. Episteme Koinonía Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes [Internet]. 2023 Aug;6(12). Available from: https://ve.scielo.org/scielo.php?script=sci_arttext&pid=S2665-02822023000200020 DOI: https://doi.org/10.35381/e.k.v6i12.2519
4. Manosalvas A, Vaca M, Lorena Y, Andrade P. Intención de Compra de Servicios de alojamiento a través de Redes Sociales: Aplicación del Modelo de Aceptación Tecnológica. INNOVA Research Journal, ISSN-e 2477-9024, Vol 6, No 2, 2021 (Ejemplar dedicado a: (Mayo - Agosto, 2021)), págs 274-281 [Internet]. 2021 [cited 2025 Sep 14];6(2):274–81. Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=8226154&info=resumen&idioma=SPA DOI: https://doi.org/10.33890/innova.v6.n2.2021.1630
5. Calle-Díaz DM, Porras-Cruz FL, Santamaría-Freire EJ. Modelo de aceptación tecnológica y la difusión de contenidos en estudiantes universitarios. MQRInvestigar. 2024 Dec 3;8(4):5685–705. DOI: https://doi.org/10.56048/MQR20225.8.4.2024.5685-5705
6. Stover JB, Eugenia F, Fabiana B, Mercedes EU, Liporace F. Teoría de la Autodeterminación: una revisión teórica. una revisión teórica PERSPECTIVAS EN PSICOLOGÍA. 14(2):2017.
7. Grenier S, Gagné M, O’Neill T. Self-determination theory and its implications for team motivation. Applied Psychology [Internet]. 2024 Oct 1 [cited 2025 Sep 14];73(4):1833–65. Available from: /doi/pdf/10.1111/apps.12526 DOI: https://doi.org/10.1111/apps.12526
8. Goble KL, Knight SM, Burke SC, Carawan LW, Wolever RQ. Transformative change to “a new me”: a qualitative study of clients’ lived experience with integrative health coaching*. 2017 [cited 2025 Sep 14]; Available from: http://dx.doi.org/10.1080/17521882.2016.1266004 DOI: https://doi.org/10.1080/17521882.2016.1266004
9. Vásquez J, Iglesias Navarro I, Tobar Subía Contento LM, Umaquinga Criollo AC, Tasiguano Pozo CA, -ecuador I. Diseño e implementación de una plataforma modular portable para la enseñanza de microcontroladores. INNOVATION & DEVELOPMENT IN ENGINEERING AND APPLIED SCIENCES [Internet]. 2025 Jan 31 [cited 2025 Sep 14];7(1):19–19. Available from: https://revistasojs.utn.edu.ec/index.php/ideas/article/view/1119 DOI: https://doi.org/10.53358/ideas.v7i1.1119
10. Kadir MS, Yeung AS, Ryan RM, Forbes A, Diallo TMO. Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation. Educ Psychol Rev [Internet]. 2020 Jun 1 [cited 2025 Sep 14];32(2):571–602. Available from: https://link.springer.com/article/10.1007/s10648-018-9449-3 DOI: https://doi.org/10.1007/s10648-018-9449-3
11. Lawrence Emma. User-centered design to enhance accessibility and usability in digital systems [Internet]. 2024 [cited 2025 Sep 14]. Available from: https://www.researchgate.net/publication/386339454_User-centered_design_to_enhance_accessibility_and_usability_in_digital_systems
12. Hertzum M. Commentary: Usability—A Sensitizing Concept. Hum Comput Interact [Internet]. 2018 Mar 4 [cited 2025 Sep 14];33(2):178–81. Available from: https://www.tandfonline.com/doi/abs/10.1080/07370024.2017.1302800 DOI: https://doi.org/10.1080/07370024.2017.1302800
13. Marczewski A. Gamification. Even Ninja Monkeys Like to Play. Gamified UK: Unicorn Edition; 2018.
14. kahoot. Kahoot! | Learning games | Make learning awesome! [Internet]. 2025 [cited 2025 Sep 15]. Available from: https://kahoot.com/es/
15. Chernov V, Klas S, Shaharabani Y. Incorporating Kahoot! in core engineering courses: Student engagement and performance. Journal of Technology and Science Education JOTSE. 2021;11(2):486–97. DOI: https://doi.org/10.3926/jotse.1269
16. Liang Z. Enhancing Learning Experience in University Engineering Classes with Kahoot! Quiz Games. International Conference on Computers in Education [Internet]. 2023 Dec 4 [cited 2025 Sep 15];1:573–8. Available from: https://library.apsce.net/index.php/ICCE/article/view/1036
17. Navarro-Castillo Y, Pablo-Lerchundi I, Morales-Alonso G. Kahoot! as a tool to enhance learning for engineering students in economics & management courses. The International Journal of Management Education [Internet]. 2025 Jul 1 [cited 2025 Sep 15];23(2):101173. Available from: https://www.sciencedirect.com/science/article/pii/S1472811725000436 DOI: https://doi.org/10.1016/j.ijme.2025.101173
18. Bienvenido-Huertas D, Rubio-Bellido C, León-Muñoz MÁ. Analysis of the effectiveness of using Kahoot! in university degrees in building engineering. J Technol Sci Educ [Internet]. 2023 Feb 7 [cited 2025 Sep 15];13(1):288–300. Available from: https://www.jotse.org/index.php/jotse/article/view/1984/697 DOI: https://doi.org/10.3926/jotse.1984
19. Duvignau R. Kahoot vs. Mentimeter for Active Learning in Computer and Engineering Education - Who Won? Who’s Next? Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE [Internet]. 2025 Jun 27 [cited 2025 Sep 15];1:214–20. Available from: https://dl.acm.org/doi/pdf/10.1145/3724363.3729086 DOI: https://doi.org/10.1145/3724363.3729086
20. Taber KS. The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Res Sci Educ [Internet]. 2018 Dec 1 [cited 2025 Sep 14];48(6):1273–96. Available from: https://link.springer.com/article/10.1007/s11165-016-9602-2 DOI: https://doi.org/10.1007/s11165-016-9602-2
21. Joshi A, Kale S, Chandel S, Pal DK. Likert Scale: Explored and Explained. Current Journal of Applied Science and Technology [Internet]. 2015 Feb 20 [cited 2025 Sep 14];7(4):396–403. Available from: https://journalcjast.com/index.php/CJAST/article/view/381. DOI: https://doi.org/10.9734/BJAST/2015/14975
Published
Issue
Section
License
Copyright (c) 2025 Ana C. Umaquinga-Criollo, Carlos A. Dávila Montalvo, David A. Ojeda Peña (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
