Using Kahoot to Gamify Learning and Boost Motivation in Primary School Students with Attention Difficulties

Abstract

Attention difficulties in the school context can affect participation, task persistence, and motivation, requiring pedagogical strategies adapted to students’ characteristics. The objective was to evaluate changes in attention and motivation levels among fourth-grade Basic General Education students with attention difficulties after a gamified intervention using Kahoot. A mixed-methods study with a single-group pre-experimental design was conducted with 20 students from the Isaac Acosta Calderón Educational Unit in Tulcán, Ecuador. The intervention comprised 12 sessions over four weeks, with pre- and post-intervention measurements, a student perception survey, and semi-structured interviews with teachers. The results showed favorable changes in attention and motivation, together with greater task persistence, participation, and willingness to engage in the activities. Students’ and teachers’ perceptions were consistent with this trend. It was concluded that Kahoot can be incorporated as a pedagogical resource to diversify activities for students with attention difficulties, although the observed changes cannot be attributed exclusively to the tool due to the absence of a control group.