Results of the use of Kahoot! gamification tool in a course of Chemistry

The present study examines the use of Kahoot! as a gamification tool to explore mixed learning strategies. We analyze its use in two different groups of a third-year theoretical subject in the Degree in Chemistry. An empirical-analytical methodology was used among two different groups of students with different frequency of use. The academic results of these two groups of students were compared and these in turn with those obtained the previous year, in which Kahoot! was not employed; the aim was to measure the extent to which the students' knowledge had developed. The results showed, in all cases, that the use of Kahoot! had led to a significant increase in the overall marks and in the number of students passing the subject. Moreover, some differences were also observed in students' academic performance according to the group. It can be concluded that the use of a gamification tool (Kahoot!) in a university classroom had generally improved students' learning and marks, and that this improvement was more prevalent among students who had achieved a better Kahoot! performance.