A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration

Zhang, Qi; Yu, Zhonggen

doi:10.1007/s10639-021-10459-6

Cited by 64 publications

(48 citation statements)

References 71 publications

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“…Interaction can fill up the physical and psychological gap that arises in the distance learning process (Van Den Berg, 2020) by playing an integrative role for elements, such as teacher, student, and content (Bernard et al, 2009). Interactive applications in distance education improve students' current knowledge and positive learning habits, and increase the influence of instructors in classroom management (Zhang & Yu, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes and interaction practices towards distance education during the pandemic

Yazgan

2022

Educ Inf Technol

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The COVID-19 pandemic has affected educational institutions deeply and globally. In the course of the pandemic, countries around the world have tried to fill the gap that has arisen in traditional face-to-face education with emergency web-based distance education systems. This study aims to evaluate the possibilities and limitations of emergency distance education conducted during the pandemic period, based on university students' approach-avoidance attitudes towards distance education and their distance education experiences. This study, using a mixed method, was designed with explanatory sequential design. The research was conducted at a state university in Turkey. Quantitative data were collected through an online questionnaire (n = 684), and qualitative data were collected from 14 student participants through semi-structured online interviews. In the quantitative dimension, it was determined that students' avoidance attitudes towards distance education were stronger than their approach attitudes, and there were significant differences between student attitudes and various variables. In the qualitative dimension, it has been revealed that the interactions between both student-student and student-lecturer weakened with distance education during the pandemic period, but these interactions gained some new qualities. It was concluded that the interest towards the lessons conducted only through lecture notes weakened, the contents became functional at the point of clarifying the boundaries of the lessons, and increased the education load at the point of concentration. It was revealed that distance education in home conditions includes both opportunities and limitations in terms of interactions.

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Section: Literature Reviewmentioning

confidence: 99%

Attitudes and interaction practices towards distance education during the pandemic

Yazgan

2022

Educ Inf Technol

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“…The spirit of cooperation, task dependence and social interaction all contribute to enhance learner engagement (Sun et al, 2020). Some scholars have also focused on the relationship between gamified environment and learner engagement (Lavour et al, 2021;Zhang & Yu, 2021). Moreover, by encouraging learner engagement, collaboration dimensions are added to online learning, strengthening learner interaction and communication, and enhancing the learner experiences (Mostafa, 2015).…”

Section: Value Co-creation In Online Learningmentioning

confidence: 99%

How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis

Wang

Mirzaei

et al. 2022

Int J Educ Technol High Educ

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From the perspective of service science and its core concept of value co-creation, promoting learner engagement is critical for learning outcomes in a non-formal online learning environment. To promote online learning performance, we study how multidimensional learner engagement affects both instrumental and experiential learning outcomes. By incorporating the service-dominant logic perspective into the research model, we designed an online survey to investigate the impact of platform value co-creation on learners’ engagement outcomes. By employing a partial least squares-structural equation modeling (PLS-SEM), the results show that behavioral engagement, cognitive engagement, and emotional engagement have a significant impact on learning outcomes through the mediating effect of platform value, a second-order hierarchical latent variable. This study has multiple theoretical contributions and practical implications. First, we found new evidence that pursuing good learning outcomes in a non-formal online learning setting is not just a technological architecture or pedagogic guidelines, but also a “win–win” value co-creation process. Second, our results confirm the posited direct and indirect effects, thus evidencing functional value, emotional value, social value, and personalized value as components of the platform value construct, and it as a driver and mediator for better online learning outcomes. Third, our results underscore the importance of platform value in studying the impact of learner engagement on learning outcomes and provide a sharper theoretical lens to evaluate online learning platform value from the perspective of online learners.

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“…Este juego se ha utilizado en gran variedad de situaciones y en su mayoría con resultados positivos, aunque también afirman que no es tan efectivo como se esperaba y algunos denotan problemas con la conexión a internet (Wang y Tahir, 2020;Zhang y Yu, 2021). En una asignatura de anatomía se ha utilizado Kahoot!…”

Section: Antecedentesunclassified

Gamificación y aprendizaje activo con Kahoot!: creación de exámenes por parte del alumnado

Meier¹,

León²

2021

3C TIC

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La gamificación y el uso de los nuevos medios tecnológicos, se han convertido en la actualidad, en una nueva forma de aprendizaje y evaluación de contenidos. En este texto se describe el uso de Kahoot! para fomentar el aprendizaje activo, reforzar el conocimiento de conceptos vistos en clase y para crear una prueba evaluativa a modo de juego. Además, es una manera de realizar un examen en igualdad de condiciones para una clase semipresencial, donde la mitad está en la clase y la otra mitad asiste online.Sobre un temario teórico de la clase de fotografía, 42 estudiantes divididos en grupos de dos a cuatro integrantes, crean su propio examen (Conjunto de preguntas sobre la temática propuesta) mediante Kahoot. El día de la prueba, los exámenes elaborados por cada grupo, son planteados al resto de la clase mediante Kahoot!. Al final de la actividad se pasó un test de satisfacción a los alumnos donde valoran el uso de Kahoot! y la posibilidad de ser parte activa en la creación del examen, valoración que ha resultado puntuada como muy positiva.

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A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration

Cited by 64 publications

References 71 publications

Attitudes and interaction practices towards distance education during the pandemic

Attitudes and interaction practices towards distance education during the pandemic

How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis

Gamificación y aprendizaje activo con Kahoot!: creación de exámenes por parte del alumnado

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