ArticlePDF Available

Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices

Authors:
  • La Salle University

Abstract

Instructional games are gaining acceptance in the classroom as the eLearning merits of student engagement and immediate feedback are recognized. Within higher education, the use of these tools is often limited due to lack of time, insufficient experience, or doubts regarding the scholarly merits of such activities. Kahoot! is a popular eLearning tool that can easily be used to add vitality, student engagement, and meta-cognitive supports to higher education classrooms with limited instructor or student training required. The free online learning platform has gained wide acceptance globally with more than 30 million users worldwide, and it is based on current user-centered and behavioral design methodologies. Student responses and our experiences using Kahoot! in graduate and undergraduate classrooms indicate that students welcome the use of this game. The real-time feedback provides opportunities for professors in various disciplines to tailor their instruction based on student understanding on quizzes while the surveys allow for anonymous classroom participation, which further engages all students.
Using Kahoot! in the classroom to create engagement and active learning: A game-based
technology solution for eLearning novices
Abstract
Instructional games are gaining acceptance in the classroom as the eLearning merits of student
engagement and immediate feedback are recognized. Within higher education, the use of these
tools is often limited due to lack of time, insufficient experience, or doubts regarding the
scholarly merits of such activities. Kahoot! is a popular eLearning tool that can easily be used to
add vitality, student engagement, and meta-cognitive supports to higher education classrooms
with limited instructor or student training required. The free online learning platform has gained
wide acceptance globally with more than thirty million users worldwide, and is based on current
user-centered and behavioral design methodologies. Student responses and our experiences using
Kahoot! in graduate and undergraduate classrooms indicate that students welcome the use of this
game. The real-time feedback provides opportunities for professors in various disciplines to
tailor their instruction based on student understanding on quizzes while the surveys allow for
anonymous classroom participation, which further engages all students.
Keywords
Kahoot!, classroom technology, eLearning, game based learning, and student engagement
Using Kahoot! in the Classroom 2
Introduction
In recent years, instructors have been confronting a technological training revolution
driven by the use of digital technology to deliver instruction (Clark & Mayer, 2008). “The value
of games as a vehicle for teaching concepts while inspiring students is now well accepted at
almost all levels of education” (Becker, 2001, p. 23). The challenge is that many professors lack
the opportunity, experience, or understanding to utilize digital games within their classrooms.
Becker (2007) notes that instructors cannot be expected to embrace games as a tool for learning
unless they have a sound understanding of the potential of games and the confidence in their
abilities to employ them.
Kahoot! is free, easy for students to use, and simple for instructors to learn. In the
classroom, it is fast paced and fun, which supports creative energy and student participation.
ELearning experts state “forty years of research says yes, games are effective learning tools.
People learn from games . . . and they will learn MORE from a game than from other forms of
learning” (Boller, 2012). This article provides instructors with foundational information about
Kahoot! and suggests ways to use it to engage students and promote an active learning
environment.
Kahoot! Description: Nuts & Bolts
Kahoot! (https://getkahoot.com/) is an online global educational brand that offers a free
student response platform resembling the popular trivia game Quizzo. Kahoot! is reminiscent of
previous clicker technology with the exception that it is free and easy to learn and utilize.
Educators use Kahoot! to create game-based quizzes, discussions, and surveys. To start,
instructors register for a free account by going to https://create.kahoot.it. Once registered,
educators can select from millions of free public games, and adapt them as necessary, or create
their own. The process is easy and straightforward.
Using Kahoot! in the Classroom 3
Educators launch games for classroom use by going to https://create.kahoot.it, signing in,
selecting a particular game, and then clicking “play” to open the game. The game’s home page
displays a game pin at the top of the screen (see Figure 1).
[Insert Figure 1 about here]
Students sign in using the web address https://kahoot.it to access the platform. Kahoot!
can be used with smart phones, tablets, or laptop computers. Students can chose one device per
person or select team mode to use one device per team. All they must do once they access the
web address is enter the game pin displayed on the instructor’s screen. Students do not need to
register for an account or download an application, which can waste time and further complicate
the use of technology. All of this makes the set up time and process easy and efficient; both
important considerations for classroom instructional use.
Generally, we use Kahoot! as a supplemental teaching tool in classes no larger than
30 students, approximately once a week, and for about 15 minutes. Kahoot! can be played by
over 4,000 players at a time, however, the company recommends instructors contact its support
team for advice if they plan to use it with more than 1,000 participants
(https://kahoot.uservoice.com/knowledgebase/articles/168893-how-many-can-play-a-kahoot-at-
once-and-what-bandw).
Once everyone has answered the question, or the time the instructor set for answering the
question expires, the correct answer is displayed on the instructor’s screen and the aggregate
results shown in bar graph form (see Figure 2). The game keeps track of each student’s or team’s
answers, awards points, and ranks players based on speed and accuracy. The top five leaders are
displayed after each question (see Figure 3).
[Insert Figures 2 & 3 about here]
Using Kahoot! in the Classroom 4
Classroom Applications
Instructional experts Gagne & Driscoll (1988) explain that one of the first elements
needed for learning is to gain students’ attention. The music, colors, and excitement brought by
Kahoot! encourage student focus and can excite a classroom. Singer (2016) notes that Kahoot!’s
game-like features have helped turn it into a classroom phenomenon with about 20 million users
during May 2016. The features of the Kahoot! platform are the culmination of years of studying
user-centered and behavioral design by Jamie Brooker and Johan Brand (Inclusive Design,
2015).
There are three creation options offered by Kahoot!: multiple choice quizzes, discussion
questions, or surveys.
Quizzes. In our classrooms, we have used graded and ungraded quizzes to assess
knowledge, comprehension, and retention (1) after completion of reading assignments,
(2) following lectures, and (3) to review material from several units. Burguillo (2010) speaks to
the importance of competition-based learning to achieve stronger motivation for students to
increase their performance. Gagne & Driscoll (1988) conclude that informing students of the
objective and then stimulating recall provides opportunities for learners to support their
short-term memory recall and meta-cognitive abilities.
Kapp (2012) states that for an educational game to be successful, it needs the right
context, the right cognitive activities, meaningful challenges, and feedback. Kapp (2012)
concludes that the “gamification” of education supports learning and knowledge acquisition.
To make business law more engaging and help students apply theoretical legal concepts to
real-life scenarios, we embedded short clips from Disney’s Charlie and the Chocolate Factory
into a Kahoot! quiz. Students watched one-minute clips and then identified the relevant business
Using Kahoot! in the Classroom 5
law issue raised. After each question, there was active discussion about the correct answer, which
provided segues into course topics and how relevant concepts fit together.
Students can also create their own Kahoot! quizzes as an assignment or to study for a test.
Kumar (1999) reinforces this methodology when he notes that computer games as educational
tools have an intrinsic motivation factor that encourages curiosity and creates the impression that
students are in control of their own learning. Indeed, students remarked that they enjoyed this
assignment because they were creatively using technology within a learning environment
(Kumar, 1999).
Discussions and Surveys. Kahoot! can also be used to elicit responses from students
related to opinions or beliefs with no right or wrong answers. Student responses can then form
the basis for further discussion. For example, in a recent class, we asked students to select who
they were voting for in the upcoming 2016 national presidential election. Regardless of public
opinion or peer pressure, students anonymously selected their candidate of choice. This in-class
survey led to further questions related to the biggest problems facing our nation. Thus, by using
Kahoot! to survey the class, students’ voices were heard and included in the larger classroom
discussion. In this manner, the eLearning tool appeared to add energy to the classroom by
provoking thoughtful classroom dialogue.
Student Feedback
During the 2015-2016 academic year we used Kahoot! with both undergraduate and
graduate students in two different business courses. At the end of the courses, we collected
student feedback to gauge student interest. As discussed below, there was nearly universal
student support for Kahoot!
Using Kahoot! in the Classroom 6
Student feedback on Kahoot! was collected using a questionnaire with a seven point
Likert scale.1 The questionnaire consisted of five questions. Questions 1 through 4 asked students
to answer questions about their Kahoot! experience using the Likert scale (see Figure 4).
Question 5 was an open-ended question that allowed for individual responses. The student
sample consisted of six classes at a northeastern university: five undergraduate business law
classes (111 students) and one graduate global management class (28 students)—a combined
total of 139 students. The overall results from questions 1 through 4 of the questionnaire are
listed in Table 1.
[Insert Table 1 about here]
Question 5 of the questionnaire asked students: “How would you describe your
experience using Kahoot! in this course?” Overall, there was an 88.7% positive response rate.
Sample positive comments included the following: “I looked forward to coming to class when I
knew we had a [Kahoot!] quiz,” “my [Kahoot!] team bonded during the semester, talked about
the course, read the material, and planned our strategy for the quizzes because no one wanted to
let the team down,” “I participated more than I have in any other class because Kahoot! made me
want to,” and “it focused class discussions in a way that made the course more tailored to our
interests rather than a generic one size fits all course.”
As for the remaining responses, 2.2% of the students did not provide any answer to
question 5 and 9.1% reported negative comments. Negative responses included the following
concerns: “It was difficult to stay motivated once I got a couple questions wrong because I could
not win the game,” “the same students won each time, which wasn’t fun for the rest of us,” “it
was stressful because I had to read the question and answer it so quickly I didn’t have time to
1The numbered scale contained the following designations: 1 = Strongly disagree, 2 = Disagree, 3 = Slightly
disagree, 4 = Neither disagree nor agree, 5 = Slightly agree, 6 = Agree, 7 = Strongly agree.
Using Kahoot! in the Classroom 7
think,” and “it seemed a little gimmicky.” Professor Neil Selwyn from Monash University
recognized a similar potential limitation of Kahoot! when he noted that being ranked doesn’t
appeal to every student similarly (Singer, 2016).
Overall, utilizing Kahoot! was a positive experience that imbued our classes with activity
and focus, and provided a way for all students, not just the extroverted students, to participate
and contribute to the learning environment. Bergin & Reilly (2005) reinforced our experience
when stating that “the use of games to promote students’ learning has been done to capture
students’ interest as all of us learn better when we are motivated” (p. 294). The immediate
feedback demonstrating how many students got the right answer was invaluable. The results
often contrasted with our impressions and assumptions about what the students knew and
understood. It allowed us to provide additional clarification and explanation and to see learning
trends in ways that traditional assessments do not. In addition, students often debated the correct
answer and related their own interpretations. This allowed for more student input regarding the
learning environment and more opportunities for us to discuss the nuances of certain issues.
Finally, we even noticed that students asked more questions. The students seemed more
comfortable asking questions when they could see other students got the wrong answer too.
Clark and Mayer (2008) note that the benefits gained from the use of new technologies
will depend on the extent to which they are used in ways compatible with the learning process.
Utilizing Kahoot! helps to support student metacognition by providing immediate feedback.
Kahoot! also offers the opportunity to not only assess students’ conceptual understandings but
also support the construction of new knowledge and understanding through further explanation
during or after the game. Raymer (2013) reinforces that engagement and learning go hand and
that you cannot have one without the other.
Using Kahoot! in the Classroom 8
Advantages and Disadvantages
In addition to some of the advantages discussed throughout this article (see Table 2), the
Kahoot! platform also contains other advantages: the ability to download, review, and save
students’ results; a “ghost mode” feature allows students to take quizzes multiple times and
compete against themselves for better scores; and a setting to allow instructors to adjust the
response time from 5 seconds to 120 seconds.
There are also some disadvantages about which educators and students should be aware:
there is a limit on the number of characters you can use in questions and responses; and
educators cannot ask open-ended questions or receive open-ended responses (although this
feature is reportedly coming soon).
Conclusion
Games like Kahoot! are an excellent choice for teaching university students given the
access to mobile devices, availability of Wi-Fi, and students’ affinity for computer games. Such
eLearning tools add positive energy, support concept exploration, and add fun to the classroom,
which seems to translate into increased comprehension and motivation. Perhaps most
significantly, the “gamification” of learning increases student engagement by appealing to all
students, even the most introverted, combining both a cooperative fast-paced learning
environment and friendly competition (Kapp, 2012). Bergin & Reilly (2005) conclude that to
some academics, the entire games industry is considered to contain little scholarly merit. Games,
especially eLearning games, are sometimes not believed to be the result of serious work or
worthy of attention. Our experience with Kahoot! reinforces that with some effort and a desire to
engage students, this eLearning platform can provide an engaging environment that supports
learning and adds active participation in the classroom.
Using Kahoot! in the Classroom 9
Acknowledgments
We wish to thank Dr. Joseph Seltzer for his encouragement regarding submission
of this article following a session we conducted at the Annual Mid-Atlantic
Organizational Behavior Teaching Conference at La Salle University School of Business
on March 19, 2016. We also thank him and the editors for their time and guidance during
the review process.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research,
authorship, and/or publication of this article.
Funding
The authors received no financial support for the research, authorship, and/or publication
of this article.
Using Kahoot! in the Classroom 10
References
Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British
Journal of Educational Technology, 38(3), 478-488.
doi: 10.1111/j.1467-8535.2007.00711.x
Becker, K. (2001). Teaching with games: The minesweeper and asteroids experience. Journal of
Computing in Small Colleges, 17(2), 23-33.
Bergin, S., & Reilly, R. (2005). The influence of motivation and comfort-level on learning to
program. Proceedings of the 17th workshop on psychology of programming – PPIG,
293-304.
Boller, S. (2012, October 20). Game based learning: Why does it work? BLP News - Lessons on
Learning Blog. Retrieved from
http://www.bottomlineperformance.com/gamebasedlearning/#_edn2
Burguillo, J. (2010). Using game theory and competition-based learning to stimulate student
motivation and performance. Computers & Education, 55(2), 566-575.
doi: 10.1016/j.compedu.2010.02.018
Clark, R. & Mayer, R. (2008). eLearning and the science of instruction: Proven guidelines for
consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and
strategies for training and education. San Francisco, CA: Pfeiffer.
Kumar, D. (1999). Pedagogical dimensions of game playing. ACM Intelligence Magazine, 10(1).
Gagne, R. and Driscoll, M. (1988) Essentials of learning for instruction (2nd Ed.), Englewood
Cliffs, NJ: Prentice Hall.
Using Kahoot! in the Classroom 11
Inclusive Design: ICT – Kahoot! (1/ 2015). Retrieved from
http://www.inclusivedesign.no/ict/ict-kahoot-article172-261.html
Raymer, R. (2013). The rock stars of eLearning: An interview with Karl Kapp. eLearn
Magazine. Retrieved from
http://elearnmag.acm.org.ezproxy2.library.drexel.edu/archive.cfm?aid=2524223
Singer, N. (2016, April 16). Kahoot app brings urgency of a quiz show to the classroom.
The New York Times. Retrieved from
http://www.nytimes.com/2016/04/17/technology/kahoot-app-brings-urgency-of-a-quiz-
show-to-the-classroom.html?_r=1
Using Kahoot! in the Classroom 12
Figure 1. Sample Kahoot! Home Page with Game Pin
Figure 2. Sample Kahoot! Bar Graph Displaying Results for Responses
Using Kahoot! in the Classroom 13
Figure 3. Sample Kahoot! Leaderboard Display with Points
Table 1. Results from Student Survey of 139 Undergraduate and Graduate Students
75%
80%
85%
90%
95%
100% 98.2% 92.9%
100.0%
86.5%
Student Engagement with Kahoot!
Using Kahoot! in the Classroom 14
Table 2. Advantages of Using Kahoot! in the Classroom
Advantages of Using Kahoot!
Free
Easy for instructors to learn
Simple process for students (no account registration or downloading of application)
Compatible with smart phones, tablets, or computers
Real time results help instructors provide clarification when needed
Music and colors add to student excitement and energy
Increases student engagement
Instructors can download, review, and save student results
Students can take quizzes multiple times
Instructors can creates quizzes, discussion questions, or surveys
Instructors can adjust the response time
... In this study, after carefully reviewing previous studies, the strengths and drawbacks of Kahoot on student engagement such as character limits for every quiz and network failures have already been addressed (Plump and LaRosa, 2017;Baszuk and Heath, 2020). However, to the best of our knowledge, few explored the students' perceptions of Kahoot gamification intervention on students' motivation in the context of English as a Foreign Language (EFL). ...
... This finding is also discussed by prior studies. The facilities of music, colors and the excitement brought by Kahoot successfully encourage students to be more focused, concentrated, and engaged in a fun classroom atmosphere (Plump and LaRosa, 2017). Kahoot is a visual graph of response, true vs. false, which creates an opportunity for instructors to reread and review missed material of more than 20% in the classroom. ...
... Faculty members need to carefully plan and design vocabulary tasks in the context of EFL either in online or blended courses. However, Plump and LaRosa (2017) noted that some faculties could not exploit digital games in courses due to a lack of opportunity, expertise, or knowledge in digital literacy. Thus, this study sought to convince faculties to exploit gamification in their courses as it offers engaging and motivating sessions of vocabulary language learning and boosts learners' acquisition of vocabulary. ...
Article
Full-text available
In language learning environments, technology is rapidly manipulated to encourage engagement, promote autonomy, and boost motivation. Many instructors have initiated to exploit online platforms and tools as a more engaging alternative to conventional activities. One of the engaging, and enjoyable games is Kahoot. The purpose of this study is to perceive the course content of Kahoot in the classroom to increase exam scores in vocabulary, and boost student engagement, and motivation. In addition, this study also explored the issues encountered by students in vocabulary learning through Kahoot. The impact of gamification on student achievement was assessed using quantitative and qualitative methods on the first-year students of the English department (N = 82). The findings revealed that incorporating Kahoot for teaching vocabulary effectively allows learners to expand a deeper understanding of vocabulary and course concepts indicated by exam scores improvement. This method also has a positive impact on student engagement as well as motivation. Furthermore, rigorous future research is needed to fully understand Kahoot’s efficacy and to improve pedagogy in the vocabulary classroom.
... One advancement in learning technology is gamebased learning. Games have been used to engage students in a fun way as a means to enhance learning (Lee et al., 2018).Studies have shown that games sustain and motivate students' interest in learning (Bawa, 2018;Plump & LaRosa, 2017). There is sufficient evidence that assessments drives learning and when conducted formatively, may even create a better teaching and learning environment (Ismail & Mohammad, 2017). ...
... Kahoot! is a user-generated game quiz platform where students can compete, individually or in groups, to answer their teacher's questions. As a free online learning platform, Kahoot! has gained wide acceptance globally with more than 30 million users worldwide and positive reception of its use in teaching and learning amongst both teachers and students (Plump & LaRosa, 2017). During the COVID-19 pandemic, Kahoot! was used in Histology and Cell Biology laboratory sessions at the Faculty of Medicine in Ain Shams University to increase students' engagement (Kalleny, 2020). ...
Chapter
Full-text available
The COVID-19 pandemic has highlighted the value of digital technology – in preserving work, play and learning – at a time when physical interactions are constrained. Given the challenges involved in the sudden conscription towards digital teaching and learning, the reception of both teachers and students towards the adoption of digital technologies for home-based teaching and learning has been mixed. While appreciating the affordances of digital technologies in supporting the continuity of teaching during the lockdowns, concerns have been raised by teachers on the effectiveness of digital learning. Our chapter discusses the teacher’s use of semiotic technologies to design learning experiences for students. From the perspective of design considerations, we explore the different ways of meaning making in digital learning – in particular, how knowledge can be represented, pedagogic relations expressed and learning organised through the affordances of semiotic technologies. We do this by studying three types of semiotic technologies, namely, the ubiquitous video lectures, digital games for learning and social media, specifically in its appropriation as a learning platform. Our chapter concludes by reflecting on losses and gains in digital learning and the need for teachers to expand their pedagogical repertoire in the post-pandemic education normal. Open Access Available here: https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003168195-7/design-considerations-digital-learning-covid-19-pandemic-fei-victor-lim-weimin-toh
... In general, the quizzes focus on the fast and interactive verification of the concepts taught using straight questions and answers, besides to promote an engagement of the students (Plump & LaRosa, 2017). Some quizzes were performed in a practical way, where the student should simulate and verify the result of the question. ...
Article
This work presents an active learning strategy applied to the Control Theory course for engineering students. It shows the importance of new approaches to classic teaching in this area. Background: Active learning strategies seek to make the student the center of the learning process, enabling them to develop skills to learn, to question reality, have a critical reflection on the subject, learn how to work in a team, and promote the dissemination of innovative ideas. The strategy proposed aims to promote an alternative to traditional classes of control theory, leaving the teacher as the center of learning and placing greater relevance on the active participation and responsibility of the student during their learning. This strategy consists of dynamic classes based on small challenges and a final project challenge. In the latter, each group must identify the system involved, simulate it, design a controller based on some control techniques studied, and implement it through operational amplifiers or microcontrollers. In addition, students must prepare a report and answer some theoretical questions. Results obtained and the students’ evaluation regarding their learning show the importance of using an active learning methodology in engineering courses.
... Potrebno je istaći da uključivanje Kahut kviza u školsku nastavu zahteva dostupnost mobilnih uređaja i Wi-Fi interneta, zatim sposobnost nastavnika da kreira digitalni kviz i afinitet učenika prema kompjuterskim igrama (Plump & LaRosa, 2017). U našem istraživanju imali smo poteškoće zbog nestabilne školske internet mreže i dostupnosti samo četiri školska laptop računara. ...
Article
Full-text available
Digitalni kviz je poseban vid digitalnih igara koji je auditivno i vizuelno privlačan učenicima. Kahut (Kahoot!) kviz je jedan od digitalnih kvizova koji se danas široko koristi u obrazovanju. Cilj istraživanja je bio ispitati stavove učenika (N = 83) o primeni Kahut kviza u nastavi biologije u srednjoj školi. Stavovi učenika su analizirani i sa aspekta varijabli: pol, ocena iz biologije (na polugodištu) i ranija iskustva sa digitalnim kvizovima. U istraživanju je primenjen upitnik iz tri dela (I-pitanja koja se odnose na osnovne informacije i podatke o analiziranim varijablama, II-Likertova skala i III-otvoreno pitanje). Obradom prikupljenih podataka zaključeno je da su učenici iskazali pozitivne stavove prema Kahut kvizu, smatraju ga korisnim za utvrđivanje gradiva i većina je izrazila želju da se on primenjuje i u okviru drugih nastavnih predmeta. Nisu utvrđene statistički značajne razlike na nivou cele skale za analizirane varijable. Međutim, statistički značajne razlike su utvrđene za dva iskaza u odnosu na pol, odnosno učenice prijavljuju jači emocionalni doživljaj (kada odgovaraju na pitanja Kahut kviza) od učenika. Takođe, pored sviđanja i zadovoljstva, jedna od izdvojenih tema iz komentara (odgovora na otvoreno pitanje) je uzbuđenost i takmičarski duh. Rezultati ovog istraživanja ukazuju da primena Kahut kviza može povećati angažovanje učenika na časovima biologije, ali treba voditi računa da uzbuđenost ne pređe u stres i frustraciju. Planiraju se dalja istraživanja kako bi se ispitalo da li uvođenje ove inovacije u dužem vremenskom periodu održava motivisanost učenika i da li utiče na njihov uspeh iz biologije.
... Active learning is almost the opposition of traditional lecture method whereby the instructor is regarded a facilitator (Rotellar & Cain, 2016). In active learning, technology makes it possible to check the level of content understanding which is very essential since it has the ability to give immediate feedback from the learner's assessment (Plump & LaRosa, 2017). A number of approaches have been proposed to foster a high level of student engagement. ...
... A large number of studies have been conducted on student perceptions and experiences on Kahoot! in higher education classrooms across a variety of disciplines (Wang 2015 [15];Plump & LaRosa 2017 [11]; Nicolaidou 2018 [10]). It is necessary to investigate students' perceptions of Kahoot! in higher education in the Sri Lankan context as well. ...
Chapter
Full-text available
The purpose of this study was to investigate the perceptions of undergraduates on Kahoot! as an English grammar learning tool. The study used both quantitative and qualitative methods to obtain data. Data were collected from 50 undergraduates studying at the Faculty of Science, University of Kelaniya using a survey questionnaire and semi-structured interviews. The quantitative data gathered from the questionnaire were analyzed using SPSS whereas qualitative data from the interviews were analyzed thematically. Results showed that Kahoot! is a motivating and effective means to assist undergraduates in improving their English grammar. The data obtained from this study are of relevance to researchers, instructors, and policymakers since it may inform teaching practices in higher education classrooms within the Sri Lankan context.
... Next, another past study aims to explore on virtual technology, Kahoot and how it helps engage students in learning. Kahoot provided both active and passive learners with positive attitude and learning styles (Plump & LaRosa, 2017). In astudy, a few authors stated thatusing technology drive flipped class aim to explore the performances and perceptions of students during the class resulted a vast improvement among students in results and behaviour (de Oliveira Neto, 2017). ...
Article
GSRSs are known to positively influence students’ learning behaviors and in-class participation. Kahoot! is one of the GSRSs widely adopted in the higher education (HE) sector and also widely studied in the HE marketing literature. Whilst varied theories have been applied to study the pedagogical value of Kahoot!, the user experience (UX) theory is seldom considered. Taking the first step to address this gap, the present study seeks to explore students’ UX desirability of using Kahoot!, the subsequent behavioral effects, and the moderating effect of students’ orientation to study. The empirical setting includes an online survey administered to 47 marketing students at a regional university in the UK. The findings suggest that: i) students recalled stronger positive desirability than negative desirability, ii) positive desirability has a significant positive effect on perceived usefulness and motivation to attend a class, while negative desirability does not; and iii) motivation to attend is lower for students with the external orientation to study. These insights contribute to the extant literature of GSRSs and UX, and also offer practical implications on how to use GSRSs to motivate students’ in-class learning and attendance.
Article
This research was conducted to reveal the description of teaching vocabulary using kahoot! Application through online learning and students’ vocabulary mastery after learning using kahoot! application. It used mixed method which was conducted to 20 students of State Vocational School of Salatiga who joined English Club Program. The researchers used test and observation to get the data. Based on observation result, it is seen that teacher prepared the teaching activity well which was seen from the implementation of teaching vocabulary using kahoot! Application could run as planned. Teacher used zoom application to communicate and interact with students in applying the game in teaching activity. Students are challenged and motivated to fill the game and raced to be the winner. After conducting the test, the researchers calculated the score and found the mean score of each test. The mean score of students’ pre-test is 36 and the mean score of post-test is 84. Based on the research result, the researchers could say that learning while playing could make students more relax to absorb the material and improve their vocabulary mastery as its effect. Kahoot application could be used as one of learning media while implementing teaching through distance learning.
Article
Full-text available
This paper documents a study, carried out in the academic year 2004-2005, on the role of motivation and comfort-level in a first year object-oriented programming module. The study found that intrinsic motivation had a strong cor-relation with programming performance as did self-efficacy for learning and per-formance, r=0.512, p < 0.01 and r=0.567, p < 0.01 respectively. Aspects of comfort level were found to have significant correlations with performance with an instrument on programming-esteem rendering the most interesting results. A regression model based upon these factors was able to account for 60% of the variance in programming performance results.
Article
Full-text available
The value of games as a vehicle for teaching concepts while inspiring students is now well accepted at almost all levels of education. Video games, arcade and computer games are rarely given the same kind of attention. This paper will describe the value of computer games as a motivator and some of the benefits that can be realized by using known computer games as programming applications, even in the first year of a CS program. The use of two such games as assignments in CS1 and CS2 is outlined and some feedback on the experience is offered.
Article
Full-text available
This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a course where, in five of them, Competition-based Learning has been used. Finally, the experience gained is described together with an analysis of the feedback obtained from the students' surveys. The good survey results, and their similarity along the years, suggest that the combination of game theory with the use of friendly competitions provides a strong motivation for students; helping to increase their performance.
Article
The coherence principle is important because it is commonly violated, is straightforward to apply, and can have a strong impact on learning. This chapter summarizes the empirical evidence for excluding rather than including extraneous information in the form of background sound, added text, and added graphics. What is new in the chapter is some updating of the growing research base, but the main conclusion remains the same: Adding interesting but unnecessary materials to e-learning can harm the learning process. The chapter explores the merits of adding extra sounds, pictures, and words that are intended to make multimedia environments more interesting to the learner. The authors recommend avoiding adding extraneous sounds or music to instructional presentations, especially in situations in which the learner is likely to experience heavy cognitive processing demands. Much of the research reported in the chapter deals with short lessons delivered in a controlled lab environment. e-Learning
Article
Pushing boundaries is the sign of a true rock n roller, although marching to the beat of your own drum doesn't hurt. Frank Zappa did it for music, and Karl Kapp is doing it for eLearning.
Article
In the spring of 2005, the author designed and taught a graduate-level course on digital game-based learning primarily for teachers. Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning. The course was designed as an introduction to digital games and gaming for instruction and learning. In it, students explored the theories, the possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. The design of the course, along with the rationales, will be outlined and participant reaction will be profiled. Suggestions for future course designs are described, as well as key elements crucial for teacher preparation. Ultimately, the success of digital games as a medium for learning depends to a large extent on the abilities of new and practicing teachers to take full advantage of this medium.
Essentials of learning for instruction
  • R Gagne
  • M Driscoll