Kahoot in strengthening reading comprehension among seventh-grade students in an ecuadorian educational institution
DOI:
https://doi.org/10.62697/rmiie.v5i2.335Keywords:
Pedagogical proposal, Kahoot, Didactic strategy, reading comprehensionAbstract
Education faces challenges in fostering meaningful learning, largely due to the predominance of traditional teaching methods. In response, gamification and tools such as Kahoot have emerged as innovative strategies that promote dynamic, student-centred learning environments. The aim of this study was to analyse the impact of Kahoot as a teaching strategy on strengthening the reading comprehension of seventh-grade students at the Carlos Julio Arosemena Tola Educational Unit. A mixed-methods approach was employed, using a quasi- experimental pre-test and post-test design without a control group, with a sample of 35 students. The intervention was conducted in four stages: initial diagnosis, didactic intervention through three gamified sessions using Kahoot, final assessment, and analysis of results. The instruments used included an objective paper-based test, automatic reports generated by Kahoot, semi- structured interviews, and an observation guide. The results showed a significant improvement in literal and inferential comprehension levels, as well as a reduction in the time taken to complete the tasks. No relevant differences were observed according to sociodemographic variables, demonstrating the overall effectiveness of the strategy. It is concluded that the implementation of Kahoot enhances motivation, active participation, and meaningful learning, establishing it as an effective teaching tool for strengthening reading comprehension in basic education.
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