Kahoot: estrategia didáctica en el interaprendizaje de estudiantes con necesidades educativas en educación básica

Abstract

This bibliographic study aimed to analyze the use of Kahoot as a didactic strategy in the inter-learning of students with educational needs in basic education, to identify benefits, examining its impact on motivation and academic performance, and synthesizing inclusive pedagogical strategies. The methodology applied was bibliographic, with a descriptive-analytical design, including a systematic review of academic sources published between 2022 and 2025, through the selection of documents that addressed Kahoot, gamification, inter-learning, and special educational needs. Therefore, content analysis was applied to categorize the information and build an updated theoretical framework. The results revealed that Kahoot significantly increases the motivation and participation of students with special educational needs; teachers recognize its effectiveness, although the use of this resource is limited due to barriers such as a lack of training and technological resources. This tool also promotes collaborative inter-learning, but it requires specialized pedagogical support because, although it is a valuable resource for educational inclusion, its impact depends on adequate pedagogical integration and on overcoming technological and training limitations. Keywords: gamification, teaching, learning, education, participation