Use of Kahoot! to keep students’ motivation during online classes in the lockdown period caused by Covid 19

Abstract

COVID 19 lockdown forced a general move of teaching activities from their on-site mode to remote producing different negative consequences for students. In this work, the use of Kahoot! platform was studied to keep students’ interest during online teaching. For this, Kahoot! games were carried out for the different topics of a university subject. The data analysis revealed that a high participation implies an improvement in the final marks. Additionally, questions response time was also extracted serving as a reference for remote exams. On the other hand, two surveys were carried out in which the students showed that the transfer from face-to-face to remote teaching had produced a general decrease in interest that can be mitigated by performing Kahoot! games.

The Influence of Using Kahoot Learning Media on Primary School Students’ Learning Interest in Social Studies

“…The Ministry of Education and Culture Republic Indonesia made the decision that the schools in certain area conduct the teaching and learning process with an online learning system Wulandari (2020). This phenomenon occured beyond the expectations of educators so that there is a lack of preparation both in terms of facilities and infrastructure (Ramliyana & Ramdhan, 2021).This is in line with the statement Martín-Sómer et al (2021) who argued that the sudden physical closure of educational institutions forced the digitization of teaching, as a result, teachers faced unexpected challenges to teach in a holistic manner. Distance learning requires teachers to look for a series of activities that can support and meet the needs of students during online learning, so that learning remains fun and meaningful.…”

Implications of using classroom response systems (CRS) on learning performance: An experience of learning analytics

“…Finally, our study analyzed learning performance and dropout rates of students who used and did not CRS, and even both for first-time students and repeaters, but did not analyze learners' motivations of using CRS, as other authors did [25,27,28]. This would be very interesting to complement the study in the future, and results will be able to be compared as there are already studies on this.…”

Pengaruh Kuis Kahoot Terhadap Motivasi Belajar Peserta Didik Kelas IV Madrasah Ibtidaiyah

“…Fenomena ini terjadi di luar dugaan pendidik, sehingga tidak ada persiapan yang matang dari segi sarana dan prasarana (Rahmi, 2020). Pembelajaran yang awal mulanya dilaksanakan di sekolah sekarang menjadi di rumah masing-masing berakibat pada guru yang menghadapi tantangan tak terduga untuk mengajar secara holistik dengan jarak jauh (Martín-Sómer, Moreira, & Casado, 2021). Pembelajaran jarak jauh menuntut guru untuk mencari rangkaian kegiatan yang dapat mendukung dan memenuhi kebutuhan peserta didik selama pembelajaran online, sehingga pembelajaran tetap menyenangkan dan bermakna walaupun dilaksanakan di rumah.…”

“…Efek penggunaan Kahoot untuk mempengaruhi kinerja belajar peserta didik yang semakin Journal Page is available to: http://journalfai.unisla.ac.id/index.php/at-thulab/index meningkat, dinamika kelas yang tidak membosankan dan semakin menarik (Wang & Tahir, 2020). Penggunaan Kahoot mendorong perhatian dan pemahaman konsep pengetahuan, serta salah satu permainan yang sangat diminati oleh peserta didik (Martín-Sómer et al, 2021). Kahoot memperbaiki kualitas pembelajaran pembelajaran di kelas, terdapat pengaruh tertinggi dalam hasil penelitian ini pada semangat dalam pembelajaran, keikutsertaan, antusias, dan pengalaman belajar menjadi meningkat.…”