An Analysis Of Students’ Motivation In Teaching And Learning Process By Using Kahoot

Darma, Virga Putra; Agus, Cecep; Rosalina, Utami

doi:10.57185/joss.v1i1.5

Cited by 2 publications

(2 citation statements)

References 5 publications

(6 reference statements)

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“…The three most common learning apps ("Anton", "LearningApps.org", "Kahoot") consist of multimedia and quiz features where students can win prizes or compete against other classmates. These additional features have been discovered in other "Kahoot" studies to increase collaboration, engagement, motivation and participation in the classroom (Virga et al, 2022;Bawa, 2019;Zhang and Yu, 2021).…”

Section: Jritmentioning

confidence: 93%

The implementation of learning apps in biological education: a quantitative study of the current situation in Austria

Schmidthaler

Hörmann

Rottenhofer

et al. 2023

JRIT

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PurposeThis research paper aims to provide information about certified learning apps for biological education and gave an ordered list of all learning apps currently used by Austrian biology teachers in the classroom, which should serve as an overview for all biology teachers. In addition, the (currently little known) certification process of learning apps (seal of quality for educational applications) is described.Design/methodology/approachOnline questionnaire for all biology teachers throughout Austria, on the one hand to find out the apps, and on the other hand to research how Austrian teachers find suitable apps. The data were evaluated using descriptive statistics.FindingsA total of84 different learning apps are currently used by biology teachers in Austria. There are two certified lernapps in Austria, both are used. The most common app in biology lessons is “Anton”. The teachers find the information about apps throughout their own research or through colleagues. There are regional and school-specific differences in regards of usage and knowledge about seal of quality. It needs its own teacher training (TT) via suitable learning apps, because problems (data protection, advertising) are sometimes not taken into account during use.Research limitations/implicationsLimitations of this paper are that some of the teachers indicated the apps from other subjects (mathematics) to use this learning app, although this is not possible for biology lessons. Data protection was stated to the best of the authors’ knowledge by the authors, if the authors were not sure it says “unsure”. The participants are mainly women, but this corresponds to the gender ratio, which is typical of the Austrian teaching profession.Practical implicationsThe overview of the apps, compiled by this Austria-wide research, can be taken over into the biology lessons of all teachers. In addition, on the basis of this study, a TT at the University of Education 2023 in Linz was created. In addition, the (currently little known) certification process of learning apps is described.Social implicationsThe TT and the overview of the learning apps used serve as guidelines for teachers as to which apps they can use in biology lessons without hesitation. Above all, the aspect of the follow-up of digital media/apps will be emphasized. Data backup, inappropriate advertising must be processed in class or completely omitted. Biology teachers need the right training (TT) and appropriate materials and tools (apps) to reduce problems (cybercrimes).Originality/valueCurrently, there is no prepared list of suitable (certified and uncertified) learning apps for biology lessons. There are isolated recommendations and individual apps, but the selection criteria and backgrounds of the authors are not clear. This list shows which apps (how often) are used by which teachers. In addition, the (currently little known) certification process of learning apps is described.

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Section: Jritmentioning

confidence: 93%

The implementation of learning apps in biological education: a quantitative study of the current situation in Austria

Schmidthaler

Hörmann

Rottenhofer

et al. 2023

JRIT

View full text Add to dashboard Cite

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“…Besides, being interested, the participants take part in various learning contest not only to upgrade technological knowledge but also overall performance in every possible context. Darma, Agus & Rosalina (2022) claimed that the leaners had been immensely stimulated in progressing English writing skills through operating Kahoot! in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Kahoot in the Classroom: A Game-Changer for Motivating English Grammar Learning in Tertiary Education in Bangladesh

Kamal Hossain,

Abdullah Al Younus

2024

JCSLL

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This study explores the transformative impact of Kahoot! a popular game-based learning platform, on motivating English grammar learning in tertiary education, particularly in the context of Bangladesh. With 8 billion participants globally, including 60% of US students, Kahoot! has become a prevalent tool in language classrooms. The literature review highlights its positive effects on learning outcomes, student engagement, and classroom dynamics. As education evolves towards active learning approaches, Kahoot! stands out as a versatile game-based tool, aligning with modern pedagogical shifts. The research methodology employs a qualitative approach, utilizing in-depth interviews with English department students of a university in Bangladesh to unravel their experiences and perceptions of Kahoot! Findings indicate that Kahoot! effectively motivates learners, fostering a dynamic and competitive atmosphere. Despite limitations in sample size and disciplinary diversity, the study suggests that Kahoot's integration positively influences motivation and engagement in grammar learning. Exploring students' experiences, the research reveals a pronounced enthusiasm for Kahoot! emphasizing its role in creating an interactive and enjoyable learning environment. Participants expressed a heightened interest in grammar learning, attributing it to Kahoot!'s gamified approach. The findings underscore the platform's potential to transcend traditional barriers, enhancing motivation and active participation among students across diverse educational backgrounds. Recommendations include reconsidering payment options for affordability, promoting teacher adoption, and potential curriculum integration. The study contributes to the understanding of game-based learning's motivational impact and sets the stage for future research in specific grammatical items and homogeneous disciplinary contexts. The findings reveal that Kahoot enhances motivation, promoting an active and engaging environment in English grammar learning at the tertiary level.

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An Analysis Of Students’ Motivation In Teaching And Learning Process By Using Kahoot

Cited by 2 publications

References 5 publications

The implementation of learning apps in biological education: a quantitative study of the current situation in Austria

The implementation of learning apps in biological education: a quantitative study of the current situation in Austria

Kahoot in the Classroom: A Game-Changer for Motivating English Grammar Learning in Tertiary Education in Bangladesh

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