Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE

Alawadhi, Azza; Abu-Ayyash, Emad A. S.

doi:10.1007/s10639-020-10425-8

Cited by 38 publications

(36 citation statements)

References 41 publications

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“…Regarding the positive results, which highlight the increase in motivational outcomes [12][13][14], other studies, such as [15][16][17], have pointed out an improvement in classroom dynamics, an increase in the enjoyability of lectures, the opportunity for guided thinking and review, etc. On the other hand, while the authors of [11][12] did not find significant learning results, and the authors of [13] found that a low score on the scoreboard and insufficient technological skills affect the process negatively, the authors of [4,15] found it to be an effective learning strategy.…”

Section: Gamification At University With Kahoot!mentioning

confidence: 94%

“…is very versatile, enabling the selection of the type of answer-true-false, simple multiple answer, etc.-to include images and videos, or to configure different variables, such as the available time to answer the questions [10]. After each question, the correct answer is shown, and the teacher can explain each answer, which is where the pedagogical potential lies [11]. Another key point is that, after each question, the game ranks players based on speed and accuracy, and at the end of the quiz, the names of the top five players are displayed on the leaderboard.…”

Section: Gamification At University With Kahoot!mentioning

confidence: 99%

“…Another key point is that, after each question, the game ranks players based on speed and accuracy, and at the end of the quiz, the names of the top five players are displayed on the leaderboard. Results can be downloaded to highlight problematic questions and identify students who may be struggling [10][11]. Additionally, this is precisely, according to [8], where its main handicap lies.…”

Section: Gamification At University With Kahoot!mentioning

confidence: 99%

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Students´ Perception of Real-Time Quiz Kahoot! As a Review Tool in Higher Education: A Case of Study

2021

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The use of gamification has spread in recent years, proving to be an effective tool to increase student motivation. Among them stands out Kahoot!, an online questionnaire in which students compete among themselves by counting both the number of correct answers and the response speed. Its effectiveness has been tested mainly in primary and secondary students, with much less available information at higher levels. This study evaluates the opinion of 48 students in Plant Science, a subject of 2nd course of Agricultural Engineering Grade, after carrying out three Kahoot! questionnaires with 12 questions with a single-answer, with two weeks between one and the next. To evaluate the contents fixation a reunified quiz was done, one week after the last Kahoot!, chosen randomly five questions from each questionnaire. The satisfaction of more than 90% of the students was positive or very positive, mainly because of creating a more positive and participatory learning environment. The use as a scoring tool produces a decrease in the acceptance in some students, producing anxiety in 25% of the students, due to the limited available time in about 27% of students. Furthermore Kahoot! has been found as a efficient tool for consolidating knowledge, as the number of questions that the students have consolidated is greater than 20% in the three questionnaires carried out, regardless of whether the period elapsed was 5, 3 or 1 week.

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Section: Gamification At University With Kahoot!mentioning

confidence: 94%

Section: Gamification At University With Kahoot!mentioning

confidence: 99%

Section: Gamification At University With Kahoot!mentioning

confidence: 99%

See 1 more Smart Citation

Students´ Perception of Real-Time Quiz Kahoot! As a Review Tool in Higher Education: A Case of Study

2021

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“…Bu uygulamanın temel amacı, öğretim sürecinde kullanılabilecek kısa sınav veya anket oluşturmaktır. Kahoot uygulaması dışında Quizlet, Socrative ve TalentLMS gibi çeşitli öğrenci yanıtlama sistemleri de aktif öğrenmeyi desteklemek için öğrenme ortamlarında sıklıkla kullanılmaktadır (Alawadhi & Abu-Ayyash, 2021). Ancak bu araçların ücretli olması veya oyunlaştırma bileşenlerini içermemesi nedeniyle Kahoot öğrenme ortamlarında daha fazla tercih edilen bir uygulama olarak karşımıza çıkmaktadır (Wang, 2015).…”

Section: Oyunlaştırılmış çEvrimiçi Yanıtlama Uygulaması: Kahootunclassified

“…Tablo 1'de Kahoot ile ilgili yapılan ve öne çıkan çalışmaların bir özeti sunulmuştur. Tablo 1'de görüldüğü üzere Kahoot uygulamasının öğrenme ortamlarında akademik başarı (Göksün & Gürsoy, 2019;Iwamoto vd., 2017), öğretmen eğitimi (Özüdoğru, 2020;Saraçoğlu & Kocabatmaz, 2019;Zengin vd., 2017), motivasyon, derse yönelik tutum ve katılım (Alawadhi & Abu-Ayyash, 2021;Holbery, 2020;Tetik & Korkmaz, 2018) gibi önemli öğrenme çıktıları üzerinde pozitif etkileri bulunmaktadır.…”

Section: Kahoot Ile Ilgili Yapılan çAlışmalarunclassified

Determination of Pre-Service Mathematics Teachers’ Opinions of and Satisfaction With the Kahoot Application

Hava¹,

Şen²

2021

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, ilköğretim matematik öğretmen adaylarının oyunlaştırılmış çevrimiçi yanıtlama sistemlerinden biri olan Kahoot uygulamasına yönelik görüşleri ile memnuniyet düzeylerini araştırmaktır. Kesitsel tarama modelinin kullanıldığı bu çalışma, 3. sınıfta öğrenim gören 49 ilköğretim matematik öğretmen adayı ile yürütülmüştür. Altı haftalık uygulama sürecinde öğretmen adaylarına Olasılık ve İstatistik konularını içeren Kahoot etkinlikleri uygulanmıştır. Çalışmada veri toplama aracı olarak Kahoot memnuniyet anketi kullanılmıştır. Verilerin analizinde betimleyici istatistikler ve içerik analizi kullanılmıştır. Çalışma sonucunda, öğretmen adaylarının Kahoot uygulamasına yönelik memnuniyet düzeylerinin ortalamanın üstünde olduğu belirlenmiştir. Öğretmen adaylarının görüşlerine göre, Kahoot uygulaması matematik öğretiminde eğlenceli bir öğrenme ortamı sunmaktadır. Kahoot uygulamasının, öğretmen adaylarının ders öncesinde verilen görevleri tamamlayarak derse hazırlıklı gelmelerini ve yeni kavramları öğrenmelerini sağladığı görülmüştür. Buna karşın Kahoot etkinliklerindeki rekabet ortamının, bazı öğretmen adayları üzerinde stres, kaygı ve demoralizasyon gibi negatif duygular oluşturduğu sonucuna ulaşılmıştır. Öğretmen adaylarının büyük bir çoğunluğu Kahoot uygulamasının matematik öğretiminde etkili bir şekilde kullanılabileceğini belirtirken; birkaç öğretmen adayı bu uygulamanın matematik dışındaki sözel dersler için daha uygun olduğunu ifade etmiştir.

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Gamification tools in the learning of shipbuilding in the undergraduate marine engineering education

León

Peña

2021

Comp Applic In Engineering

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This study assesses the implementation of different gamification tools and learning complexity in the of the subject Shipbuilding Principles of the Universitat Politècnica de Catalunya • BarcelonaTech (UPC). This experience has been carried out under a triple new scenario: the virtuality due to the Covid-19 pandemic, added to the gamified training, and the assessment carried out remotely. Both the content and the assessment of the subject have been presented using three gamification web tools (Kahoot!, Mentimeter, and Socrative) and three learning complexity (Lexicon, Comprehension, and Visual & Relationship). The content of the subject has been taught in a dynamic, entertaining, and active way. An important factor that has been taken into account was student diversity when responding to gamified elements, using different gamification tools and different learning complexity. This experience of gamification had a positive impact on student motivation, class attendance, participation, collaborative learning, and classroom climate, which is key in a scenario like the current one, with an adaptation of classes to online learning due to the pandemic. From the results obtained, it can be stated that the gamified experience, even offering a good result compared to previous academic years, did not provide a significant improvement in the overall academic performance of the students. Regarding the gamification tools, the one that presented a slight advantage over the rest was Socrative, which is based on a particular challenge without competition between peers or groups. Regarding the learning complexity, all presented a similar level of success.

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Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE

Cited by 38 publications

References 41 publications

Students´ Perception of Real-Time Quiz Kahoot! As a Review Tool in Higher Education: A Case of Study

Students´ Perception of Real-Time Quiz Kahoot! As a Review Tool in Higher Education: A Case of Study

Determination of Pre-Service Mathematics Teachers’ Opinions of and Satisfaction With the Kahoot Application

Gamification tools in the learning of shipbuilding in the undergraduate marine engineering education

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