EDUCATIONAL INNOVATION: STUDY OF THE ATTENTION OF THE UNIVERSITY STUDENT IN THE CLASSROOM. USE OF THE KAHOOT Eva Ausó Monreal, José Víctor García Velasco, Mª Violeta Gómez Vicente, Antonia Angulo Jerez Department of Optics, Pharmacology and Anatomy. University of Alicante (SPAIN) Abstract During the development of a traditional theoretical class, the degree of attention among university students is very variable. In this work, with the educational innovation tool "Kahoot", we want to know the degree of attention of the students and the attendance rate to class of several Degrees. We also want to find out what are the most difficult subjects for students and Kahoot's degree of acceptance by the participants. Our sample consists of 495 students enrolled in subjects of Human Anatomy of 5 degrees at the University of Alicante. At the end of the theoretical classes, we passed on to the students a Kahoot about the syllabus taught. We found that the percentage of correct answers to the test and the rate of attendance to class are different among the students of all the Degrees, being significant in several of them. We do not find concordance regarding which are the subjects of more difficult understanding between Degrees. More than 85% of the students consider Kahoot a playful tool for learning. Our results suggest that the motivation of the student may be influenced by the difficulty of the syllabus and the fear of not passing the subject especially when it has a low degree of affinity with the professional profile. Keywords: motivation, superior education, educational innovation, Kahoot, gamification. 1 INTRODUCTION It is known that more attention during a class results in better retention of the information, but the student has difficulty paying attention throughout the development of a face-to-face class, especially if they are long-term theoretical classes (50-60 min). A large number of studies in literature try to show how student attention varies during the class, finding approaches and discordant results ([1], [2]). With the inclusion of technological resources in the educational field new possibilities appear for both teachers and students. There is a large number of studies where they value the use of innovative educational tools in teaching with the aim of improving attendance, motivation and student participation during the class ([3], [4]). In order to obtain more empirical data about the student's attention during the face-to-face class, we have evaluated the degree of attention of our students during theoretical classes. For this, we have used the tool of educational innovation, "Kahoot". Our hypothesis is that students with a high degree of interest in the subject will show a greater degree of attention in class observed in a higher percentage of correct answers in Kahoot tests. The aims of our work are: 1) To find out and compare the rate of attendance to class according to the Degree; 2) To know and compare the degree of attention of the student according to the Degree; 3) To discover which topics are the most difficult understanding in each Degree; 4) To know the acceptance degree of this educational innovation tool by the student according to the Degree. 2 METHODOLOGY 2.1 Description of the context and participants The study has been done with 495 students of Human Anatomy (HA) of the Degrees in Nursing (N), Human Nutrition and Dietetics (HND), Physical Activity and Sport Sciences (PASS), Optics and Optometry (OO) and Information Technologies for Health (ITH) of the University of Alicante (UA). The subject of HA is in the first year of all these Degrees, with the exception of the ITH Degree that is taught on the second year. The subjects of HA are scheduled in the early hours in the morning except Proceedings of EDULEARN19 Conference 1st-3rd July 2019, Palma, Mallorca, Spain ISBN: 978-84-09-12031-4 4062