Jennifer Cunha, Ana Guimarães, Juliana Martins, Pedro Rosário
A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers' and Observers' Perceptions of Its Impact on Elementary Students
Children (Basel, Switzerland)
purpose study evaluate use gamification classroom terms effects attention concentration creativity generic capabilities university students enrolled bachelors degree program physiotherapy experimental design implemented using three groups differentiated time exposure game 0 min 30 min 60 min per week sample consisted 73 syear students bachelors degree program physiotherapy theoretical content class taught period 4 months reinforced use kahoot online platform selective attention concentration evaluated using d2 test attention creative intelligence using creative intelligence test crea generic capabilities using capabilities subscale student engagement questionnaire seq studys participants mean age 1951 09 years demonstrated use kahoot longer periods time ie 60 min per day improve essential skills university students attention creativity critical thinking selfmanaged learning adaptability problem solving computer literacy studys results show integrating kahoot educational environment especially longer sessions allow deeper immersion game produces benefits stimulating various cognitive aspects enhancing complex skills study demonstrated use kahoot improves key skills attention creativity critical thinking especially longer sessions used also suggested use balanced educational activities order achieve comprehensive development students