<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000200923</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i37.960</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto del kahoot en la actitud hacia la investigación y el rendimiento académico en universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Effect of kahoot on attitude toward research and academic achievement in university Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeito do kahoot nas atitudes de investigação e no desempenho académico dos estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huaranja Montaño]]></surname>
<given-names><![CDATA[Max Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salcedo Rodríguez]]></surname>
<given-names><![CDATA[Medalit Nieves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Claros Manotupa]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tirado Rengifo]]></surname>
<given-names><![CDATA[Arminda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Arias]]></surname>
<given-names><![CDATA[Raúl Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sernaque Auccahuasi]]></surname>
<given-names><![CDATA[Fernando Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Federico Villarreal  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica Sedes Sapientiae  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>37</numero>
<fpage>923</fpage>
<lpage>940</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000200923&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000200923&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000200923&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito de la investigación es establecer el efecto del uso del Kahoot en las actitudes hacia la investigación y el rendimiento académico de la asignatura de metodología de la investigación en estudiantes de ingeniería química de una universidad en Lima. La investigación es cuasiexperimental y participaron 55 estudiantes. Se emplearon la Escala de Actitudes hacia la Investigación (EACIN-R) y la ficha de recolección del rendimiento. Tras la intervención, el grupo experimental presentaron mejores puntuaciones en las actitudes hacia la investigación y rendimiento en contraste con el grupo control (p &#8805; .05), aunque el incremento atribuido al uso del Kahoot fue pequeño en ambas variables (PSest &#8805; .56). Se concluye que el uso de Kahoot como recurso pedagógico ha ejercido un impacto positivo, aunque modesto, en el estímulo de actitudes proclives hacia la investigación y en el rendimiento académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of the research is to establish the effect of the use of Kahoot on attitudes towards research and academic performance in the subject of research methodology in chemical engineering students at a university in Lima. The research is quasi-experimental and 55 students participated. The Research Attitude Scale (EACIN-R) and the performance collection form were used. After the intervention, the experimental group presented better scores in attitudes towards research and performance in contrast to the control group (p &#8805; .05), although the increase attributed to the use of the Kahoot was small in both variables (PSest &#8805; .56). It is concluded that the use of Kahoot as a pedagogical resource exerted a positive, albeit modest, impact on stimulating research-prone attitudes and academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo da pesquisa é estabelecer o efeito do uso do Kahoot nas atitudes em relação à pesquisa e ao desempenho acadêmico na disciplina de metodologia de pesquisa em alunos de engenharia química de uma universidade em Lima. A pesquisa é quase-experimental e contou com a participação de 55 alunos. Foram utilizados a Escala de Atitude em Pesquisa (EACIN-R) e o formulário de coleta de desempenho. Após a intervenção, o grupo experimental apresentou melhores pontuações em atitudes em relação à pesquisa e ao desempenho em comparação com o grupo de controle (p &#8805; 0,05), embora o aumento atribuído ao uso do Kahoot tenha sido pequeno em ambas as variáveis (PSest &#8805; 0,56). Conclui-se que o uso do Kahoot como recurso pedagógico teve um impacto positivo, embora modesto, no estímulo às atitudes de pesquisa e no desempenho acadêmico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje basado en el juego]]></kwd>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Kahoot]]></kwd>
<kwd lng="es"><![CDATA[Actitud estudiantil]]></kwd>
<kwd lng="es"><![CDATA[Metodología de investigación]]></kwd>
<kwd lng="en"><![CDATA[Game-based learning]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Kahoot]]></kwd>
<kwd lng="en"><![CDATA[Student attitude]]></kwd>
<kwd lng="en"><![CDATA[Research methodology]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem baseada em jogos]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[Kahoot]]></kwd>
<kwd lng="pt"><![CDATA[Atitude dos alunos]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia de investigação]]></kwd>
</kwd-group>
</article-meta>
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