Performance in Kahoot! activities as predictive of exam performance

Abstract

Background Game-based learning (GBL) is effective for increasing participation, creativity, and student motivation. However, the discriminative value of GBL for knowledge acquisition has not yet been proven. The aim of this study is to assess the value of Kahoot! as a discriminative tool for formative assessment in medical education in two different subjects. Methods A prospective experimental study was conducted on a sample of 173 students enrolled in neuroanatomy (2021–2022). One hundred twenty-five students individually completed the Kahoot! prior to the final exam. In addition, students enrolled in human histology during two academic courses were included in the study. The control group course (2018–2019) received a traditional teaching methodology (N = 211), while Kahoot! was implemented during 2020–2021 (N = 200). All students completed similar final exams for neuroanatomy and human histology based on theory tests and image exams. Results The correlation between the Kahoot score and the final grade was analyzed for all students enrolled in neuroanatomy who completed both exercises. The correlation between the Kahoot exercise and the theory test, image exam and final grade was significantly positive in all cases (r = 0.334 p < 0.001, r = 0.278 p = 0.002 and r = 0.355 p < 0.001, respectively). Moreover, students who completed the Kahoot! exercise obtained significantly higher grades in all parts of the exam. Regarding human histology, the theory tests, image exams and final grades were significantly higher when using Kahoot! versus the “traditional” methodology (p < 0.001, p < 0.001 and p = 0.014, respectively). Conclusions Our study demonstrates for the first time that Kahoot! can be used to improve and predict the final grade in medical education subjects.

Enhancing Education in Elementary Schools through Gamified Learning: Exploring the Impact of Kahoot! on the Learning Process

“…in enhancing science education among fifth-and sixth-grade students adds a valuable dimension to this ongoing discourse. While our findings are in agreement with the positive outcomes highlighted by many studies, such as Garza et al [36], who documented enhanced motivation and academic performance through game-based learning experiences, they also provide new perspectives on the influence of demographic factors, such as grade level, in mediating learning outcomes. This aspect of our research offers a distinctive contribution by underscoring how younger learners might uniquely benefit from gamified learning environments, an area less explored in existing literature.…”

“…The integration of digital tools in education, particularly through gamified learning, has been the focus of numerous studies, revealing a spectrum of outcomes on student engagement and learning achievements [35][36][37]. Our study on the impact of Kahoot!…”

Avaliação da usabilidade e utilidade de um aplicativo sobre traumatismos dentários para cirurgiões-dentistas e estudantes de Odontologia

“…A ampliação do uso de tecnologias possui a capacidade de fortalecer as habilidades dos estudantes de Odontologia por meio da realização de educação odontológica continuada, trabalhos, avaliações formativas, descrições de casos e suas modalidades de tratamento 24 . Estudos já demonstraram que o uso Kahoot!, por exemplo, ferramenta utilizado na aprendizagem baseada em jogos, melhorou a nota final em disciplinas de educação médica 25,26 . Um estudo realizado com estudantes de Odontologia da Turquia concluiu que os alunos estão dispostos e ansiosos para utilizar tecnologias móveis no processo de ensino 27 .…”