Currently, the technologies play a significant role in the learning-teaching process, where one of the concerns of university professors is achieving and maintaining student interest and motivation. Due to its simplicity and versatility, Kahoot is one of the most widely used instruments in classrooms, aiming to involve students and promote in-person attendance. However, to date, it remains uncertain whether the use of this tool improves outcomes across all areas of knowledge. The purpose of this work is to assess the relationships between the use of Kahoot! and student academic performance in “Analog Electronics” in the Degree in Telecommunications Electronic Engineering.

The study included 76 third-year students from the academic years 2021-22, 2022-23 and 2023-24. Throughout the course, a total of nine Kahoot tests were conducted to assess student learning. Each didactic unit (Filters, Nonlinear applications of OA, Oscillators, Audio power amplifiers) included two tests designed to reinforce key concepts and track progress. Additionally, a final summary test was administered to evaluate overall comprehension and retention of the material. The results were analyzed to determine the effectiveness of this interactive method in enhancing student academic performance. For this purpose, the relationship between the final grade and the average score of the Kahoot tests was assessed using Pearson correlation coefficient, and a Chi-square test was conducted to determine the association between the number of tests completed and the pass/fail outcome in the course. Additionally, a comparison of the final grade was made between students who completed all tests and those who completed fewer, using unpaired samples t-test.

Results showed that the final grade was strongly correlated with the overall average score (r=0.70, p<0.001) and moderately correlated with the average score of each didactic unit (Filters: r=0.46, Nonlinear applications of OA: r=0.60, Oscillators: r=0.58, Audio power amplifiers: r=0.57; p<0.001 for all correlations). Additionally, the results of the Chi-square test showed a statistically significant association (x2=19.64, p<0.001) between the number of tests completed and the pass/fail outcome in the course, suggesting that students who completed 7 or more tests were more likely to approve compared to those who completed fewer than 7. Finally, the final grades of students who participated in all tests were higher than those of students who missed some of them (7.3 ± 1.1 vs. 3.1 ± 2.1, p<0.001).

In conclusion, the implementation of Kahoot could contribute to better academic performance in the “Analog Electronics” course for third-year students in the Degree in Telecommunications Electronic Engineering, reinforcing the potential benefits of regular formative assessment in improving learning outcomes.

Keywords: Technology, electronics engineering, gamification, Kahoot, academic performance.