The motivation and commitment of the professor mediated by strategies to teach and learn with Kahoot!

The main purpose of this research is to determine the influential factors, such as monitoring and supervision, and the conditions for learning in playful situations or gamification, in the motivation and commitment of professors, mediated by the strategies to teach and learn with Kahoot! The methodology used for the study corresponds to non-experimental research; a questionnaire was applied to a convenience sample of 180 professors (n=28; α=.988 ω =.989), using as tests of validity and reliability, the Exploratory and Confirmatory Factor Analysis, through the Modeling of Structural Equations of Partial Least Squares PLS-SEM. The results have shown that the conditions for learning mediated by playful conditions or gamification positively influence the strategies to teach and learn. Therefore, conditions that promote motivation and commitment in professors using Kahoot as an educational tool; likewise, the strategies for teaching and learning generate motivation and commitment in the professor. In the same way, educational follow-up and supervision against the conditions for learning in a playful or gamified context generate adequate teaching strategies and, consequently, significant learning in students. On the contrary, it is not shown that there is a statistically significant effect between educational monitoring and supervision on the motivation and commitment of professors.