Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education

Abstract

The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to meet this challenge. For instance, in the first quarter of 2020 the game-based software Kahoot! reported a threefold increase in players and a fivefold increase in asynchronous learning globally. However, there is limited research into the use of game-based digital technology applications such as Kahoot! and the associated learning theories, particularly in histology, anatomy, and medical education. This scoping review explored the utilization, outcome scores, and student perceptions of learning with the application of Kahoot! in histology, anatomy, and medical education. Online databases were used to identify articles published between 2013 and 2021 from which 12 articles were included in the review. The majority of articles supported positive student outcomes including improved collaborative learning, improved knowledge of content, attendance, and participation. Minor negative aspects included increased time on task, overwhelming learning content, and distractions due to gadgets. None of the articles included a control group. The main educational theories identified were active learning followed by social and constructivism learning theory. In light of the Covid-19 pandemic a rapid and fundamental shift in how digital applications are being used in educational institutions has evolved. Further research on learning frameworks and studies with control groups is required to evaluate Kahoot! as a potentially valuable online application in histology, anatomy, and medical education. Anat Sci Educ 14: 572-585.

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

“…Moreover, a new modality in asynchronous e-learning pathology is game-based learning such as “Kahoot!”, a mobile game-based online digital formative assessment tool 48 that has recently been evaluated by medical students. 49 Since gaming technologies are considered eligible for opportunistic learning and offer advantageous learning strategies that facilitate continued educational outcomes in moments of down time, 50 we propose that the department should consider its addition to the students’ portfolio.…”

Self‐directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches

“…is one specific software that promotes the active learning theories through gamification and could be utilised in a classroom or remote through the computer or mobile device. 26 To play Kahoot!, the teacher enters into the application and gives the students a pin to access the game. Once all the audience is connected, the teacher projects the screen on the classroom and the game can start.…”

Prática deliberada no ensino de histologia na graduação em Medicina: estudo prospectivo randomizado e controlado

“…Outros estudos com renovação de metodologias de ensino de histologia, como uso de jogos e microscopia virtual, também trouxeram resultados positivos tanto em relação ao desempenho em localizar estruturas em lâminas histológicas quanto em relação à satisfação dos estudantes, à percepção de aumento da motivação e à melhora de aprendizado 48,49 .…”

“…Um estudo que analisou fatores que afetam o desempenho dos estudantes de Medicina em histologia constatou que os discentes que deram maior relevância à disciplina na sua carreira obtiveram médias mais altas do que aqueles que a consideraram menos relevante8. Outro estudo que testou a aprendizagem baseada em equipes para o ensino de histologia com estudantes de Medicina revelou que aqueles que se prepararam previamente com palestras virtuais e lâminas digitais apresentaram desempenho superior nos exames finais quando comparado com os últimos cinco anos e ainda classificaram a eficácia da metodologia como excepcional e muito boa 49,50 . Um estudo que utilizou a PD para treinar habilidades procedimentais com residentes de Medicina obteve uma boa avaliação dos participantes por meio de um questionário, como percepção de melhora nas habilidades e na autoconfiança; além disso, eles mencionaram que o feedback foi útil e que a PD é uma valiosa experiência 47 .…”