Gamification Functionality and Features of Kahoot! in Learning—ESL Teachers and Students’ Perceptions

Abstract

Kahoot! has emerged as one of the most successful learning gamification platforms and its use in Malaysia has been rising in recent years. However, there is a lack of research into the effectiveness of Kahoot! and other gamification platforms in Malaysia even as calls to increase its use continue to rise. This research intended to help fill this gap. The research examined the perceptions of students and teachers on gamification in general and Kahoot! in particular. It also examined the impact of Kahoot! features, Kahoot! functionality, and demographic factors on satisfaction with the use of Kahoot! in ESL teaching and learning in Malaysia. It was a quantitative study that contained two populations: ESL teachers and ESL students. A total of 150 participants were included in the study consisting of 50 teachers and 100 students from a primary school in Nilai. Structured questionnaires were used for the data collection for both populations. Statistical analysis was used in the research to make sense of the findings. The findings of this research have revealed that the Kahoot! features, functionality, and the use of Kahoot! has a positive feedback and perceptions from both the participants. Teachers believed Kahoot! to be a very successful tool for boosting passive students' involvement and promoting competitive learning. The main benefits of Kahoot!, according to teachers, include enhanced student involvement, improved classroom dynamics, higher motivation, rapid feedback, and higher energy levels throughout sessions. Demographic differences were also notable among teachers with younger teachers, those with less experience, and those of the male gender are more likely to hold positive perceptions towards the use of Kahoot!. Students said Kahoot was particularly good at building motivation and supporting and reinforcing learning. Among students, gender was a significant factor with boys being more receptive to the use of Kahoot!.

Investigating the Acceptance of Kahoot! for Warm-up Activities: A Case Study in Higher Education in Vietnam

“…for warmup activities was positive. This finding is supported by several studies [7], [19], [20], concluding that students' perceptions of the use of Kahoot! were positive.…”

“…Kahoot! is also a particularly effective tool to increase passive learners' engagement and fostering competitive learning [7], [24], [25].…”

“…They serve as the launch pads for the upcoming new materials. Warm-up activities are necessary while teaching a language since for certain students it can be challenging to get directly into an English session [7]. Warm-up activities are important for developing relationships, motivating people, and maintaining attention [13].…”

“…Students would be ready for a new lesson. Additionally, by engaging in preparatory activities in English class, teachers may assist students in getting ready to study and make sure they get the most from their lessons [7].…”

“…Numerous studies have demonstrated that using Kahoot! in courses in other areas enhances learning outcomes and engagement with teachers and students in an elementary school [7], another study by Chiang [8] investigated students' attitudes towards using Kahoot! in reading class with the Chinese participants from a college class in Taiwan, or a study from Wang and Tahir [9] explored the effectiveness of using Kahoot!…”