The Use of New Learning Technologies in Higher Education Classroom: A Case Study

  • Micaela Esteves
  • Angela Pereira
  • Nuno Veiga
  • Rui Vasco
  • Anabela Veiga
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 715)


We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills.

Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.


Learning Collaborative learning Game-Based Learning Higher education 


  1. 1.
    Altbach, P.G., Reisberg, L., Rumbley, L.E.: Trends in global higher education: tracking an academic revolution. In: Report for the UNESCO World Conference on Higher Education, 5–8 July 2009 (2009)Google Scholar
  2. 2.
    Biggs, J., Tang, C.: Teaching for Quality Learning at University, 4th edn. McGraw-Hill Education, New York City (2011)Google Scholar
  3. 3.
    Paura, L., Arhipova, I.: Student dropout rate in engineering education study program. In: Proceedings of 15th International Scientific Conference Engineering for Rural Development, Jelgava, Latvia (2016)Google Scholar
  4. 4.
    Arulampalam, W., Naylor, R.A., Smith, J.P.: Effects of in-class variation and student rank on the probability of withdrawal: cross-section and time series analysis of UK universities students. Econ. Educ. Rev. 24(3), 251–262 (2005)CrossRefGoogle Scholar
  5. 5.
    Smith, J., Naylor, R.: Schooling effects on subsequent university performance: evidence for the UK university population. Econ. Educ. Rev. 24, 549–562 (2005)CrossRefGoogle Scholar
  6. 6.
    Howe, N., Strauss, W.: Millennials and the Pop Culture. Life Course Associates, Great Falls (2006)Google Scholar
  7. 7.
    Considine, D., Horton, J., Moorman, G.: Teaching and reaching the millennial generation through media literacy. J. Adolesc. Adult Lit. 52(6), 471–481 (2009)CrossRefGoogle Scholar
  8. 8.
    Mayer, I., Bekebrede, G., Harteveld, C., Warmelink, H., Zhou, Q., Ruijven, T., Wenzler, I.: The research and evaluation of serious games: toward a comprehensive methodology. Br. J. Educ. Technol. 45(3), 502–527 (2014)CrossRefGoogle Scholar
  9. 9.
    Whitton, N., Moseley, A.: Using Games to Enhance Learning and Teaching: A Beginner’s Guide. Routledge, Abingdon (2012)Google Scholar
  10. 10.
    Esteves, M., Fonseca, B., Morgado, L., Martins, P.: Improving teaching and learning of computer programming through the use of the Second Life virtual world. Br. J. Educ. Technol. 42(4), 624–637 (2011)CrossRefGoogle Scholar
  11. 11.
    Bodnar, C.A., Clark, R.M.: Can game-based learning enhance engineering communication skills? IEEE Trans. Prof. Commun. 60(1), 24–41 (2017)CrossRefGoogle Scholar
  12. 12.
    Kapp, K.M.: The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Wiley, Hoboken (2012)Google Scholar
  13. 13.
    Hsu, W.C., Lin, H.C.K.: Impact of applying WebGL technology to develop a web digital game-based learning system for computer programming course in flipped classroom. In: International Conference on Educational Innovation through Technology (EITT), pp. 64–69. IEEE (2016)Google Scholar
  14. 14.
    Cheng, C.H., Su, C.H.: A game-based learning system for improving student’s learning effectiveness in system analysis course. Procedia-Soc. Behav. Sci. 31, 669–675 (2012)CrossRefGoogle Scholar
  15. 15.
    Guzdial, M., Kolodner, J., Hmelo, C., Narayanan, H., Carlson, D., Rappin, N., Newstetter, W.: Computer support for learning through complex problem solving. Commun. ACM 39(4), 43–46 (1996)CrossRefGoogle Scholar
  16. 16.
    Nguyen, L., Barton, S.M., Nguyen, L.T.: Ipads in higher education—hype and hope. Br. J. Educ. Technol. 46(1), 190–203 (2015)CrossRefGoogle Scholar
  17. 17.
    Fuentes, M., del Mar, M., Carrasco Andrino, M.D.M., Jiménez Pascual, A., Ramón Martín, A., Soler García, C., Vaello López, M.T.: El aprendizaje basado en juegos: experiencias docentes en la aplicación de la plataforma virtual” Kahoot” (2016)Google Scholar
  18. 18.
    Cerro Gómez, G.M.D.: Aprender jugando, resolviendo: diseñando experiencias positivas de aprendizaje (2015)Google Scholar
  19. 19.
    Zarzycka-Piskorz, E.: Kahoot it or not? can games be motivating in learning grammar? Teach. Engl. Technol. 16(3), 17–36 (2016)Google Scholar
  20. 20.
    Buchanan, L., Wolanczyk, F., Zinghini, F.: Blending Bloom’s taxonomy and serious game design. In: Proceedings of the 2011 International Conference on Security and Management (2011)Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Micaela Esteves
    • 1
  • Angela Pereira
    • 2
  • Nuno Veiga
    • 1
  • Rui Vasco
    • 1
  • Anabela Veiga
    • 3
    • 4
  1. 1.CIIC - Computer Science and Communication Research - ESTGPolytechnic Institute of LeiriaLeiriaPortugal
  2. 2.CiTUR - Tourism Applied Research Centre - ESTMPolytechnic Institute of LeiriaLeiriaPortugal
  3. 3.Geosciences Center of the University of CoimbraCoimbraPortugal
  4. 4.Polytechnic Institute of LeiriaLeiriaPortugal

Personalised recommendations