Kahoot and Quizizz: when playing in teams makes a difference to motivate science news reading
Abstract
Education students tend to have low levels of scientific literacy, a worrying fact considering that this aptitude is necessary to foster professionals who are critical with information and capable of teaching quality science to their students. Game-based student response systems emerge as a good tool to motivate students. The present study focused on investigating whether the use of the Quizizz and Kahoot platforms could motivate students to read science news and improve their knowledge. It also assessed whether the fact of working individually or in teams had an impact on the results. We worked with a sample of 76 students from education degrees and they were subjected to two phases. In the first phase the students played individually and anonymously, in the second phase they played in teams. At the beginning and at the end of each phase, the results of the knowledge tests were analyzed and the participants were asked if they had read the news on the proposed websites. The results show that news reading improves and also the correspondence between news reading - test score only in the group phase.
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References
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