=Paper=
{{Paper
|id=Vol-2714/icaiw_aiesd_6
|storemode=property
|title=The Impact of Virtual Platforms in the Field of the Knowledge and Information Society as a Learning Resource
|pdfUrl=https://ceur-ws.org/Vol-2714/icaiw_aiesd_6.pdf
|volume=Vol-2714
|authors=Erika Lucía Gonzalez-Carrión,María Lorena Muñoz-Vallejo,Johnny Héctor Sánchez-Landín
|dblpUrl=https://dblp.org/rec/conf/icai2/Gonzalez-Carrion20
}}
==The Impact of Virtual Platforms in the Field of the Knowledge and Information Society as a Learning Resource==
https://ceur-ws.org/Vol-2714/icaiw_aiesd_6.pdf
The Impact of Virtual Platforms in the Field of the
Knowledge and Information Society as a Learning
Resource
Erika Lucía Gonzalez-Carrión, María Lorena Muñoz-Vallejo and Johnny
Héctor Sánchez-Landín
Universidad Nacional de Loja, Loja, Ecuador
Abstract
Teaching-learning processes have been influenced by technological advances and the proliferation of
online digital systems. The educational field requires of strategies that improve students’ performance
and induce them to an ecosystem mediated by ICT, as key tools along their training process. This re-
search seeks to determine the impact of Kahoot educational platform in the students of the Language
Institute of Universidad Nacional de Loja (UNL) and how its application has improved the students’
development. A quantitative methodology is used, which focuses on the results obtained with Kahoot
platform on three different themes and dates. The results prove the hypotheses raised: 1) Kahoot im-
proves English learning through the dynamic questionnaires proposed; 2) The indexes shown by Kahoot
reflect the active and high participation of students in online activities. Thus, Kahoot is positioned as a
learning tool that gets the students’ attention to learn by playing in a context of higher education.
Keywords
Virtual learning, active learning, evaluation, pedagogic innovation, ICT.
1. Introduction
Technology and its constant transformation infer in all aspects of the life of a human being and
education is one of the areas that benefits most from it. The development of online educational
platforms entails the integration of the academic pensum with digital tools, so that students
receive the contents in a dynamic and much more playful way, which allows them to face
challenges and assimilate knowledge in less time.
Families and educators need to be competent at the media level, to act as instructors both pro-
fessionally and socially and to constructively give information, content and the conglomerate
of knowledge through the various means currently available [1]. The new digital environments
demand an analytical and contrastive capacity that processes information and all multimedia
material that requires the improvement of very particular skills [2, 3].
ICAIW 2020: Workshops at the Third International Conference on Applied Informatics 2020, October 29–31, 2020, Ota,
Nigeria
" erikalucia@hotmail.es (E.L. Gonzalez-Carrión); malorenita.10@gmail.com (M.L. Muñoz-Vallejo);
jhslandin@unl.edu.ec (J.H. Sánchez-Landín)
0000-0003-3808-5460 (E.L. Gonzalez-Carrión); 0000-0001-5836-7452 (M.L. Muñoz-Vallejo); 0000-0002-0823-0551
(J.H. Sánchez-Landín)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073 CEUR Workshop Proceedings (CEUR-WS.org)
Mainly in the last decade, different tools, platforms and methods to support education have
emerged and remained successful because of the results they bring. Pérez- Rodríguez, Ramírez-
García and García-Ruíz (2015), point out that “in line with scientific and technological advances,
people’s needs are not the same, largely because of the amount of information and communica-
tive interactions that have generated ”(p.620) [4]
In this line, [5] highlights that new methods such as social platforms, “in addition to change
the structure of learning-teaching environments, favor access to the great masses by being
unlimited in time and place” (p.178). For Karaduman (2013), the development of these com-
petences forges a new thought and development in relation to the context in which a person
develops, improving the interactions he has with his immediate environment [6].
However, it should be taken into account that there are several factors that influence the
association of technology with the topics taught in the classroom, which is decisive to achieve
optimal results and commitment from the parties involved. It cannot be ignored as indicated
by Braojos-Gomez, Benitez-Amado and Llorens- Montes (2015), the capacity of the infrastruc-
ture, the management of innovation, the improvement of skills in the management of social
networks, are directly linked to the development of media competencies, competences that
develop within a world in constant convergence [7].
Currently [8], technological convergence is already a trend of widespread innovation and
presents countless opportunities that can and should be exploited in various technological
fields, to permanently monitor which are the most appropriate or successful trends in what
were used. Particularly in education, the implementation of several systems that speed up the
processes and become a collaboration for those who learn and for those who teach are required.
The convergence of technology [9], conceptualized , occurs within a context of potential
costs and benefits, as indicated by the influence of the level of technology preparation and
the life cycle that will be fulfilled within the context where it is developed, so, in terms of an
effective policy and to promote a technological convergence, actions that aim to reduce costs
and increase profits should be proposed.
Emerging technologies face forced changes, where cyberspace, production and intelligence
that emerge from here will be inseparable and will condition the integration of several systems
into one, with the sole objective of improving and strengthening processes and mechanisms
[10].
Some authors [11] refer as essential to the use of media, information and communication
technologies as teaching resources to promote the teaching of curricular content and mention
that “it is usually the first step of integrating technology into the curricular development of
educational centers” (p.33). In this context [12], consider that training on these issues should
not be seen as something isolated, but as learning for a person who is part of a group and does
it for his or her own good and the one of the communities.
This research collaborates with the evaluation process in the educational context of the XXI
century, for which it is important to recognize what Zabala Vidiella (2000), p. 203 basically,
evaluation is considered as a sanctioning and qualifying instrument, in which the subject of the
evaluation is the student and only the student, and the object of the evaluation is the learning
carried out according to minimum objectives for all. This still holds in many political aspects
within the current educational context; However, it is satisfactory to propose changes in the
evaluative process for students of the XXI century, with the application of the field of infor-
88
Table 1
Most used educational platforms
Online educative platforms
Games for students from 0 to 12 years, oriented
Pipoclub.com
to reading comprehension and artificial vision.
It encourages learning in children from 3 to 10 years
Árbol ABC
old incorporating riddles, jokes, interactive readings.
Online tool for primary science education, in
Science & Fun by Elesapiens
English and Spanish.
Web in English and French designed by pedagogues.
Poisson Rouge Visual platform for children to
play for themselves.
Platform for students to give their first steps
Planetanimado to learn by playing
with the computer and reinforce learning.
Videos and various recreational activities to
Aprendizaje lectoescritura
work memory, logic, mathematics or language.
Online tool that allows to create questionnaires,
Socrative
with versatility and visually attractive results.
Creates quiz games with countless quizzes and
Kahoot
customize them.
It is an alternative to Kahoot, creates quizzes
Quizizz
and answers.
One of the main programs in the world of
Code.org programming poses challenges that must be
solved by playing.
mation and the insertion of various virtual platforms in the field of society and information,
today its impact use to meet evaluative educational needs; However, it has been considered to
focus on the use of one of the educational platforms, such as Kahoot at the Language Institute
of the National University of Loja (UNL), as a resource to stimulate educational practices in a
foreign language.
With this background, this research aims to evaluate the results of the insertion of Kahoot
educational platform as a resource to boost educational practices in a foreign language, while
measuring the results that students show in their online experiences. The research hypotheses
are: 1) Kahoot improves English learning through the dynamic questionnaires it proposes; 2)
The motivation of indexes shown by Kahoot reflect the active and permanent participation of
students in online activities, with the aim of accumulating points.
89
1.1. Methodology
The methodology of this research is quantitative, based on reports from the Kahoot educa-
tional platform, as an integrated tool into the educational dynamics of the of the Languages
Institute of UNL. This platform is established as a free application which purpose is the cre-
ation of questionnaires for further evaluation, measuring students’ performance and how they
have understood the knowledge they have been taught. In addition of being a completely free
medium (which eliminates budgetary or economic barriers of any educational institution), it
provides reliable information on: the percentage of correct and incorrect answers, ranges, ac-
cumulated points, questions and response options.
For the research sample, three different themes were selected where the platform is used
to measure students’ understanding in the area of English. The themes selected were: Simple
present (with other verbs) / A-an, Whose / mine / your, developed on May 23, 2019; the second
focused on ¿What time is it ?, developed on July 9, 2019; The third theme covered Subjects /
before / after / go / do, also held on July 9, 2019.
The selection of three different themes is carried out based on analyzing the changes or sim-
ilarities that occur in the students’ responses to the questionnaires. It will also be an indicator
of the management of the teacher or if there are parameters that must be corrected.
1.2. Results
With the methodology applied to the subject of study, it is verifiable that the Kahoot tool allows
the consolidation of a teaching-learning model that is not only supposed to be linear, where
a teacher teaches and students listen, but opens a new field of permanent collaboration, re-
gardless of geographical location or time. The digital educational dynamics provided by the
platform become the basis of a bidirectional education, which allows greater and better use of
time and especially, the introduction of information and communication technologies as me-
diators in any academic process. In particular, Kahoot becomes a key application for teaching
a new language, and the practice that facilitates students is essential for the adoption of gram-
mar or oral expression with which they were not familiar. The Institution of Higher Education
as a training entity, begins to integrate new educational strategies, in order to capture in each
class a global education, the management of technological and digital tools, the adaptation of
curricula to 2.0 resources, but with a special emphasis on achieving a convergence of the 21st
century, which ultimate goal is an effective adoption of knowledge.
The theme What time is it? obtains an overall performance of 88.33% of correct answers
and 11.67% of incorrect answers, in activities raised to six teams of thirty students (Friends,
Cats, Half Moon, Stars, Team Sama and Grupo Nectar). The effectiveness of the tool is checked
in: Friends, 10 correct answers and any incorrect; Cats, 9 correct and 1 incorrect; Half Moon, 9
correct and any incorrect; Satrs, 9 correct and 1 incorrect; Team Sama, 8 correct and 2 incorrect
and finally Grupo Néctar with 8 correct and 2 incorrect.
The points that each player achieved on the Kahoot platform, earned him or her a position
and rank as shown in the table, which indicates that the tool not only becomes an educational
allied, but also begins to generate healthy competition between the actors involved, a compe-
tition mediated by the knowledge that all of them have of the subject that arises, motivating
90
Table 2
LEVEL I: ¿What time is it?
What time is it?
Played on July 9th, 2019
Organized by Erika Lucía Gonzalez
Played with 6 teams
Played 10 of 10 questions
General performance
Total of correct answers 88.33 %
Total of incorrect answers 11.67 %
Average score 9621.17
Table 3
LEVEL I: ¿What time is it?
Final scores
Total Correct Incorrect
Rank Players
score (points) answers answers
1 Friends 12495 10 0
2 Cats 9599 9 1
3 Half Moon 9411 9 1
4 Stars 9213 9 1
Team
5 8788 8 2
Sama..?
6 Grupo Nectar 8221 8 2
them to learn to achieve the first positions.
The implementation of digital tools in education, is consistent with the interest aroused by
technology in recent years and taking advantage of the attention achieved in young people,
resources have been allocated to the implementation of online platforms that measure their
learning and be able to record how they evolve, both in how they capture the contents, and in
their online abilities.
The questions that were posed to the students, emphasize the time and the respective re-
sponse options so that the student chooses the one he deems appropriate. Among these op-
tions, differences in form and grammar structure are presented, so that the choice is based
on the previous knowledge received by the student and the demonstration of how effective
they were. For the teacher, this system becomes one of his best allies, since it allows him to
quickly and accurately measure the effectiveness of the content he imparted to his students,
and how clearly, they received it. Based on these parameters, it is very practical to propose
91
Table 4
LEVEL I: Questions and answer options – What time is it?
Questions Answer options
It’s six o’clock - It’s 6 o clock
Question 1 ¿What time is it?: 6:00 - It six o clock -
It 6 o’clock
It’s eight o’clock - It’s 9 o’clock
Question 2 ¿What time is it?: 9:00 - It’s nine o’clock -
It is ninth o clock
It’s eight o’clock - It’s quarter
Question 3 ¿What time is it?: 10:15 past ten - It’s quarter past ten
- It is quarter past nine
It’s quarter to eleven -
It’s quarter past twelve -
Question 4 ¿What time is it?: 12:45
It’s quarter to one -
It is quarter past eleven
It’s quarter to four -
It’s ten to four-
Question 5 ¿What time is it?: 3:50
It’s quarter to three -
It is ten to three
It’s quarter to seven -
It’s twenty to eight-
Question 6 ¿What time is it?: 6:40
It’s twenty to seven -
It is ten to eight
It’s five to eleven -
It’s ten to five -
Question 7 ¿What time is it?: 10:55
It’s five to ten -
It is ten to ten
I wake up at six o’clock -
Question 8 ¿What time do you wake up?
She wakes up at six o’clock
¿What time does Walter read I read poems at 5:30 -
Question 9
poems? He reads poems at 5:30
¿What time do they cook the They cook the dinner at 8 p.m. -
Question 10
dinner? He cooks the dinner at 8 p.m.
future strategies that become the channel of union between the group of students and the
technological development to which they must join.
As shown in the tables, the theme is focused on “Simple present (with other verbs) / A-an,
Whose / mine / your”, and developed on May 23, 2019, a total of 200 players that participate
(in 3 teams) answer the 22 questions posed. The figures obtained reflect the great effectiveness
of the Kahoot platform, with 92.31% of correct answers and only 7.69% of incorrect ones. With
this tool, three players (Power Rangers, Friends and Super Power Gi) measure their compe-
92
Table 5
LEVEL II: Simple Present
Simple present (with other verbs) / A-an, Whose / mine / your
Played on May 23rd 2019
Organized by Erika Lucía Gonzalez
Played with 3 teams
Played 22 of 22 questions
General performance
Total of correct answers 92.31%
Total of incorrect answers 7.69%
Average score 25592,00
Table 6
LEVEL II: Final scores- Simple Present
Final - Simple present (with other verbs) / A-an, Whose / mine / your
Rank Players Total score (points) Correct answers Incorrect answers
1 Power Rangers 27355 21 1
2 Friends 25820 20 2
3 Super Power Gi 23601 19 2
tences in the subject and through different activities that are presented to them they obtain a
total of points, which in this case are segmented as follows: Power Rangers (21 correct and 1
incorrect answers), Friends (20 correct and 2 incorrect answers), Super Power Gi (19 correct
and 2 incorrect answers).
The use of Kahoot in the learning of English, energizes the teaching processes, allows to
capture knowledge through recreational activities and, in particular, simulates a game that,
while entertaining, imparts knowledge. In areas such as English, taught in places where the
native language is Spanish, it is essential to integrate technology to bring students closer to
another language, and is necessary that this process flows naturally, as does any navigation
process in line.
Due to the results obtained, the performance of a student is enhanced by relating it to educa-
tional digital systems that accompany the teacher and take part of the curriculum, as a method
towards a change of substance and form in the educational field. The concepts that handle
platforms such as Kahoot, focus on enhancing a mental skill and speed, while students are able
to record concepts and understand thematics, with greater retention power.
This table shows the main questions that were asked to the students and the response options
they had. Taking into account, as evidenced by the data mentioned before, that students have
a mostly favorable performance, this system can be defined as appropriate to transmit content
93
Table 7
LEVEL II: Questions and answer options – Simple Present
Questions and answer options - Simple present (with other verbs) / A-an, Whose / mine /
your
Questions Answer options
Question 1 Choose the best answer A elephant – An elephant
Question 2 Choose the best answer A man – A men
Question 3 Choose the best answer An university – A university
The auxiliaries in the simple I, you he, she, it, we, you, they
Question 4
present are: – do,does
In the simple present tense, you add an “s”
Question 5 to the verb in “HE” Correct – Incorrect
“SHE” “IT”
I works in Loja – I don’t work
Question 6 Select the best opinion:
in Loja
We reads a lot of books – We
Question 7 Select the best opinion:
don’t read a lot of books
¿Does she plays soccer? – ¿Does
Question 8 Choose the best opinion:
she play soccer?
She sings in the park - She don’t
Question 9 Choose the best opinion:
sing in the park
We don’t eat cookies - We dont’
Question 10 Choose the best opinion:
eat cookies.
related to another language. The use of questions with objective multiple choice answers is
also evident, which makes it easier for each student to develop an agility to answer as they
would in a written exam, but in a 2.0 environment, where the composition of colors, elements,
animations and in general multimedia aspects take an important role.
Regarding “Subjects / before / after / go / do”, the questions were raised in Kahoot on July
9, 2019 to 200 players in each team, who answered 8 of the 8 questions raised on the platform,
obtaining a general performance of correct answers that amount to 66.67% and incorrect an-
swers that reach 33.33%. As can be seen in the table, the different players occupy a range that
responds to the total points accumulated by the responses they exhibit, so Friends presents 7
correct and 1 incorrect answers, Team Sama with 6 correct and 2 incorrect answers, Group 5
has 5 correct and 3 incorrect answers, like Girls Power and Stars, and finally, Cats that has the
same number of correct and incorrect, 4 in each one.
Unlike the other topics analyzed, here is a slight increase in incorrect answers and a decrease
in those that are correct, which could mean that it is still necessary to deepen the topic so that
the differences between the participants are minimal, and if possible, that the contents are
clear in all students. This may also reflect that the topic is more complex for students and takes
94
Table 8
LEVEL III: Subjects / before / after / go / do
Subjects / before / after / go / do
Played on July 9th 2019
Organized by María Lorena Muñoz Vallejo Vallejo
Played with 6 teams
Played 8 of 8 questions
General performance
Total of correct answers 66.67%
Total of incorrect answers 33.33%
Average score 5016,67 points
Table 9
LEVEL III: Final scores - Subjects / before / after / go / do
Puntajes finales
Total Correct Incorrect
Rank Players
score (points) answers answers
1 Friends 7217 7 1
2 Team Sama 5614 6 2
3 Group 5 4646 5 3
4 Girls Power 4604 5 3
5 Stars 4486 5 3
6 Cats 3533 4 4
longer to process.
The scores that the focus group obtains are a test for the teacher of how the methodology that
applies to them is working. In this case, it might be convenient to rethink some technique that
improves the current values and allows us to obtain similar indexes to the previous variables,
where the correct answers were the ones that prevail.
The questions posed to the students were oriented to complete some sentences with the
grammar options proposed by the teacher, and in other cases, they were asked to choose the
correct option. As in other topics, several options were offered so that the student, according to
the knowledge acquired, choose the one he considers correct. However, from the data collected,
it is shown that there was confusion in them, not at a high level, but that it already caused
differences with the previous themes and in what would be necessary to emphasize, so that the
knowledge is sufficiently clarified and be established as a basis to continue with the academic
curriculum established as a teacher. The online measurement of student performance, even
95
Table 10
Questions and answer options - Subjects / before / after / go / do
Questions Answer options
Question 1 I _to university from Monday To Friday Do-go
I _homework from Monday to
Question 2 Do-go
Friday
I brush my teeth___I eat the
Question 3 Before – after
luch
She___math exercises in the
Question 4 Goes - do – does
class
Philosopi – Physolosphy –
Question 5 Choose the correct Word
Philosophy
Question 6 Choose the correct Word Chemestry – Chemestri – Quemestry
Question 7 Choose the correct Word Economic – Economics – Quemestry
I always take a shower
Question 8 Choose the correct opinion
- Always I take a shower
more in a foreign language, clarifies the potentials and shortcomings in real-time, without the
intervention of external agents and with the possibility of accessing results as objective as
possible.
1.3. Future perspectives
Kahoot: Due to the data found, it is easy to predict that this platform will continue to be
implemented as a learning channel for students who are in the process of assimilating a new
language, however, as their training grows they will have to attach new tools that enhance
what they learned and diversify the practical results of their academic exchange.
Learn by playing: At the level of teaching-learning pedagogies, play and entertainment
become powerful resources to capture content and the total number of teachers will be forced
to incorporate digitally based planning so that students educate through interaction. Although
the games are related to an early age, there is a variety of dynamics for adults, with which they
can process information, assimilate and materialize it.
Virtual education: Virtual education tends to be associated with a computer or any mobile
device, however, the goal in the near future is to connect the traditional contents to these
devices, so that the student (regardless of the branch to which he or she belongs) appropriate
a mobile education, available 24 hours a day, 7 days a week.
1.4. CONCLUSIONS
• Kahoot platform is positioned as a learning tool. In the three themes analyzed students
show a good predisposition to be part of an educational dynamic and insert themselves
96
in a virtual ecosystem that provides them with not only entertainment, but also with the
possibility of playing while learning. The fact that with Kahoot, the themes in the English
language register positive values, does not eliminate the possibility that some problems
arise along the way, verifying that the information transmitted to students requires prior
work and not only the insertion of digital systems.
• The competition that this platform awakens in students is favorable, since it motivates
them to prepare themselves, to capture the knowledge that their teacher imparts to them
and above all, it fosters an environment where getting to know more becomes a compet-
itive advantage, which fosters an educational environment where students like to learn.
• From the results obtained, it is demonstrated that the students respond mostly favorably
to the questions that are asked them through the platform, which shows a good use of
Kahoot as an online tool. It also shows that young people begin to familiarize themselves
with new educational techniques and their learning through them is much more optimal.
• With this research it is also discovered that there are themes that demand greater efforts
to be understood by students, and this is justified by the lower scores achieved with the
Kahoot platform. These data can become the premises that guide the teacher towards a
particular structure of some contents, in order to reinforce those topics for the students.
• The two hypotheses that were raised are verified:
• Kahoot improves English learning through the dynamic questionnaires it proposes. In-
deed, Kahoot is positive for learning a foreign language, because its interface encourages
the acquisition of knowledge and active participation in the digital environment.
• The indexes shown by Kahoot reflect the active and permanent participation of students
in online activities, with the aim to accumulate points. The hypothesis is verified at the
points that players accumulate in this tool, which demonstrates assiduity and closeness,
at a fairly high level and that allows them to measure themselves with others.
• In the future, it would be interesting to measure the evolution of the students since the
beginning of their use of this platform, until their final study cycles, to compare their evo-
lution and how Kahoot has influenced the learning, memorization, and implementation
of the contents they acquired with the platform.
• As mentioned theoretically, there is a whole conglomerate of educational platforms that
are available online totally by free, which should be integrated gradually into the learning
processes, both for students not to be close only to a single pedagogical model, but also
for the teacher, in which way he or she can experience with other resources, which may
exceed the one currently employed.
97
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