Application of Kahoot! as a Teaching and Learning Tool in PharmD Curriculum

Abstract

Millennials approach things differently compared to earlier generations, and this includes the manner in which they learn. The absence of approaches best suited for teaching this generation can hinder their learning abilities. This can be particularly challenging in professional programs such as doctor of pharmacy where students are not only expected to have mastery of content but also demonstrate high level of knowledge retention. In recent years, there have been significant technological advances and an educational approach that takes advantage of these will be well received by this young generation of students. In a bid to capitalize on such teaching and learning approaches to better connect with the students of today, there has been a proliferation in gamification tools for teaching. In this study we employed a game‐based student response system known as Kahoot! to assess PharmD students’ perception on gamification and its influence on learning outcomes. We introduced Kahoot! as a formative assessment tool in the classroom for pharmacy students in professional years one to three (P1 – P3) at Chicago State University. We administered a questionnaire to the students and their responses were collated and analyzed using Qualtrics. Results of the study show that over 84 % of the sampled PharmD students indicated that Kahoot! was fun and easy to use. Overall, the findings reveal that using Kahoot! enriches the quality of student learning in the classroom, with 73 % of respondents reporting that gamification gives them a better understanding of topics. The same percentage of students responded positively about employing the gamification tool to assess students’ understanding of topics. About 71 % of participants reported that the tool was able to highlight areas that required more attention. The study also revealed that 73% of respondents indicated that the use of games in the classroom kept them engaged and helped them score well on tests given at the end of the lecture. Of note, about 80% of students stated that the tool has given their confidence a boost. Taken together, gamification has improved the quality of teaching and learning beyond what is provided in conventional classrooms where normal PowerPoint slides and “chalk and talk” are used.

Innovating Pathology Learning via Kahoot! Game-based Tool: A Quantitative Study of Students’ Perceptions and Academic Performance

“…[21] Integrating a game-based tool, like Kahoot!, in learning can allow students to revise and apply what they have learned in an interactive, fun, and competitive way. [7] Enhancing gamebased learning can enhance medical students` engagement with Pathology and the findings of our study are consistent with the literature on digital games. [22] Learning methods and platforms that incorporate gamification as Web-based programs, mobile applications, and virtual patient simulations have proven successful in engaging students in learning activities.…”

“…It can be utilized inside or outside the classroom for individual students` asynchronous practice or synchronous students` challenges. [4,[7][8][9] Quizzes can be created freely on the platform by create quiz, then selecting the type of the question (MCQ, or true/false), writing it, followed by choosing the assigned time in seconds for each question. The platform asks you to mark the correct answer to be presented to the students when they answer each question as a feedback.…”

Innovating pathology learning via Kahoot! game-based tool: a quantitative study of students` perceptions and academic performance

“…Integrating a game-based tool in learning can allow students to revise and apply what they have learned in an interactive, fun, and competitive way [11]. Enhancing game-based learning can enhance medical students` engagement with Pathology and the findings of our study on like Kahoot!…”

“…It can be utilized inside or outside the classroom for individual students` asynchronous practice or synchronous students` challenges. [8,[11][12][13] Quizzes can be created freely on the platform. The instructor selects "create quiz," then the type of the question he/she plans to create (MCQ, or true/false).…”

Students Engagement Using Polls in Virtual Sessions of Physiology, Pathology, and Pharmacology at King Saud bin Abdulaziz University for Health Sciences during COVID-19 Pandemic: A Cross-Sectional Study

“…Likewise, Ali et al also established that incorporation of interactive polls in oral pathology lectures through user friendly tools was gratifying for the students. ( 25) Similarly a study conducted by Ofori et al on application of polling technology in PharmD course demonstrated that around 84% survey respondents believed this interaction to be enjoyable and exciting (29). Many authors have illustrated an optimistic shift in the traditional classroom setting after introduction of game-based quizzes in teaching.…”