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

Abstract

The integration of technology in educational settings has gained popularity, aiming to enhance student engagement and motivation. Kahoot! digital tool activities have emerged as a favored choice for creating dynamic and captivating learning environments. This study investigates the impact of incorporating Kahoot! on students’ learning outcomes and motivation to learn science. The research utilized a quantitative methodology, collecting data through pre- and post-questionnaires administered to both experimental (N = 53) and control groups (N = 56). This study identified that integrating Kahoot! activities led to a significant improvement in students’ grasp of scientific concepts and principles. Moreover, a noteworthy increase in self-efficacy, interest, and enjoyment levels was observed among students in the experimental groups. This indicates that Kahoot! activities not only enhance students’ understanding of scientific concepts but also amplify their motivation to engage with the subject matter. This study also explored potential demographic variables that could influence these outcomes. Notably, the findings suggest that grade level plays a role in students’ motivation to learn science. In conclusion, this study underscores the potential of Kahoot! activities to positively influence students’ science learning experiences, emphasizing the importance of cultivating dynamic and captivating learning environments.

1. Introduction

In recent years, digital gaming has emerged as a significant educational tool aiming to enhance learners’ engagement and motivation [1]. Despite the limited availability of digital educational games, there has been a rising trend in their development and utilization since around mid-2010, which has attracted the attention of researchers [2].

Within educational contexts, the term “gamification” is employed to describe the integration of game elements to modify conventional pedagogy. Deterding et al. [3] broadly defined gamification as “the use of game design elements in non-game contexts”. This stands in contrast to game-based learning, where the game itself serves as the primary medium [4], providing the comprehensive context for learning [5]. In contrast, gamification involves incorporating game mechanics into non-game settings like classrooms, where instructional goals may be more explicit [6]. Additionally, while a serious game is often seen as a product, gamified learning entails a design process that employs game elements to reshape the learning process [3,7]. According to Sailer and Homner [8], the aim of gamified learning is “to directly impact behaviors and attitudes relevant to learning. These behaviors and attitudes, in turn, are hypothesized to influence the relationship between instructional content and learning outcomes through moderation or mediation”.

A primary objective of utilizing digital games in instructional contexts is to foster engagement, encompassing both subjective experiences (such as enjoyment, immersion, presence, and flow) and motives for playing (with fun and challenge being prominent) [9]. Self-determination theory is often utilized to analyze the sense of competence, autonomy/freedom, and relatedness to others (including social interaction, collaboration, and competition) that gaming affords [10,11]. In addition to “playful goals” such as motivation, Kalogiannakis et al. [6] incorporate learning goals related to course content. Furthermore, games can provide interactive experiences, a sense of user control, personalized discovery, and instant feedback as additional incentives for engagement [12]. Notably, the use of games is particularly well-suited to recent and current generations of students who have grown up immersed in technology [1].

A mounting body of evidence indicates that gamified learning yields enhanced outcomes. For example, Sailor and Homner [8] conducted a meta-analysis of 38 studies, concluding that gamification of learning yields significant positive effects on cognitive, motivational, and behavioral learning outcomes. Similarly, Kalogiannakis et al. [6] undertook a review of twenty-four studies, revealing a predominantly positive impact of gamification on students’ learning achievements, with all but two studies showcasing favorable results. Notably, those studies assessing motivation reported an increase, and five of them demonstrated heightened intrinsic motivation, which corresponded with increased motivation, enjoyment, and improved learning outcomes. In general, the findings underscore a robust correlation between enhanced motivational aspects and meaningful learning achievements [6].

In the realm of science education, games and game design elements primarily serve to render intricate and abstract subject matter more accessible [13]. The 2019 final report of the ROSE (Relevance of Science Education) project drew attention to a concern across numerous countries regarding a generational shift, evidenced by students exhibiting diminished interest and attitudes toward science. Additionally, a discernible pattern has emerged in affluent nations, revealing a lack of enthusiasm among young individuals toward school science [14]. Gamification emerges as a potential remedy for this waning interest. In a study involving 16 fourth-grade students in Northern Cyprus, Hursen and Bas [15] discovered that gamification apps cultivated positive behaviors and perceptions regarding the utilization of digital games, leading to heightened motivation among students to learn science. Likewise, Khan et al. [16], in a science game-based experiment conducted in secondary school science classes in Pakistan, observed a significant positive impact on student engagement and participation through the use of digital game apps compared to conventional teaching methods. Morris [17] further asserted that “video games can provide training and practice in deploying cognitive skills vital for scientific thinking and can also serve as an apprenticeship in thinking—and acting—as a scientist”.

Despite these encouraging findings, when considered holistically, the results of studies on gamification in educational gaming present a diffuse and equivocal picture, yielding mixed outcomes [6]. A comprehensive review of 63 studies by Dichev and Dicheva [18] led them to conclude that the growing body of reported results is supported by inconclusive and inadequate evidence. Furthermore, the nature of gamification research is marked by heterogeneity, encompassing variations in study focus, reported outcomes, and methodological approaches [18]. This variation includes the implementation of gamified elements at diverse educational levels, the absence of standardized assessment tools, and the ad hoc incorporation of gaming elements [6]. A consensus has emerged that further research is warranted [6,18,19], particularly acknowledging the limited scholarly exploration of gaming in science education [12]. It is noteworthy that existing studies on gamification have predominantly centered on higher education, where gamification is integrated into computer and information technology courses, with less emphasis on primary and secondary education [2,16,18]. Taken collectively, these findings strongly advocate for expanded research into the effects of gamification in science education, especially within primary and secondary levels.

In consideration of the aforementioned context, the objective of this study was to investigate the impact of gamified learning within elementary-level science education, specifically focusing on the integration of the free, web-based gaming application Kahoot! and its influence on students’ learning outcomes and motivation in science. Kahoot! primarily functions as a platform for administering multiple-choice quizzes and survey questions. In classroom settings, the questions are typically projected onto a large display screen, while students participate via their personal devices (such as tablets, mobile phones, etc.) over an internet connection. They can engage individually or collaboratively in groups (sharing a device).

This pursuit gave rise to the subsequent research inquiries:

• Can the utilization of Kahoot! for learning prompt discernible effects on students’ knowledge acquisition in science, and if so, in what manner does it manifest in relation to (a) their comprehension of science concepts and principles? (b) their motivation to engage in science learning? (c) their academic performance in science, as evidenced by their report card scores?
• How does the motivation of students to learn science correlate with their understanding of science concepts and principles?
• What variations are observed in students’ motivation to learn science based on demographic variables such as gender, age, and parents’ occupation?

2. Materials and Methods

The subsequent sections delineate the research participants, setting, methodology, tools employed, and the approach to data analysis.

2.1. Research Participants and Setting

This study encompassed a total of 109 elementary school students, with the experimental group comprising (N = 53) participants, including (N = 29) from the 5th grade and (N = 24) from the 6th grade. The control group consisted of (N = 56) participants, with (N = 31) students from the 5th grade and (N = 25) from the 6th grade. Further details regarding the distribution of research participants across the study groups can be found in

Table 1. The distribution of research participants among the study groups.

Research Groups		Experimental (%)	Control (%)
Gender	Boys	47.00	55.00
	Girls	53.00	45.00
Class	5th grade	55.00	55.00
	6th grade	45.00	45.00
Parents’ occupation	Science	17.00	15.00
	Other	83.00	85.00

.

The application of the Chi-Square test revealed no statistically significant differences between the research groups concerning gender, class, and parents’ occupation.

This study was conducted within an elementary school situated in the northern region of Israel. Four classes, comprising two fifth-grade and two sixth-grade classes, were selected to participate in this research endeavor. The allocation of classes into experimental and control groups was determined based on the preferences of the science instructors. To ensure equitable student representation, science-related questions were administered before implementing Kahoot!, enabling comparisons across the classes. The experimental groups were drawn from those students who engaged in science studies with the integration of the engaging Kahoot! digital tool activities at least once a week. In contrast, the control groups comprised students who exclusively employed textbooks for their science learning.

Kahoot! (https://create.kahoot.it/ (accessed on 12 June 2023)) stands as an interactive educational platform, empowering educators to craft and deploy engaging learning games for their students. Its design revolves around fostering an enjoyable and immersive learning experience. Through Kahoot!, instructors can formulate quizzes, facilitate discussions, and conduct surveys on diverse subject matters. Students can partake in these activities through their personal devices, such as smartphones, tablets, or computers. Kahoot! offers customizable features, enabling educators to tailor content and format to suit their teaching objectives. During a Kahoot! session, students engage in real-time competition, responding to questions and amassing points. At the conclusion of each activity, teachers receive a comprehensive summary of results, furnishing valuable insights into student performance. By promoting active learning, collaboration, and the cultivation of critical-thinking skills, Kahoot! serves as a versatile tool that metamorphoses traditional education into an interactive and pleasurable encounter. Refer to Figure 1 for a screenshot showcasing the Kahoot! website.

In this study, within the experimental group classes, instructors introduced Kahoot! activities to their students at a frequency of at least once a week, typically towards the conclusion of the lesson. These educators designed quizzes or surveys using the Kahoot! platform, centered around scientific concepts or principles spanning various topics closely aligned with the class curriculum. The Kahoot! activities were strategically employed to stimulate class discussions or to encapsulate and recapitulate specific subjects. Within the context of computer clusters, students were encouraged to actively participate in the Kahoot! activities, either independently or in pairs. The instructors supplemented the Kahoot! experience by providing verbal explanations during the presentation of the quizzes or surveys. In contrast, the control group classes adhered to conventional pedagogical approaches. The teachers followed the sequential order of the textbook and conducted instruction chapter by chapter. The teaching and learning methodologies adopted by both the experimental and control groups exhibited notable similarities, barring the incorporation of the Kahoot! program.

2.2. Methodology, Tools, and Data Analysis

This study employed a quantitative methodology, utilizing a pre- and post-experimental design [20]. The independent variable under investigation was the instructional approach, specifically the integration of the engaging Kahoot! digital tool, while the dependent variables encompassed the following:

• Students’ comprehension of science concepts and principles.
• Students’ motivation to engage in science learning.
• Students’ accomplishments in the field of science. This study also explored potential influencing factors, including gender, class, and parents’ occupation.

Quantitative data collection was executed through the utilization of three research instruments:

• Science Knowledge (SK) Questionnaire: Administered to assess students’ grasp of scientific concepts and principles. The questionnaire comprised two versions—one tailored to 5th-grade students and the other to 6th-grade students—aligned with national standards and pertinent topics. Each version comprised eight questions: five multiple-choice items and three open-ended queries. The questionnaire underwent validation through an inter-rater process, yielding a content validity ratio (CVR) of 1.00, indicative of unanimous agreement among the five assessors. The SK questionnaire was administered twice: prior to and after engaging with Kahoot!, both at the commencement and culmination of the semester.
• Science Motivation (SM) Questionnaire: Administered to gauge students’ motivation to learn science. The questionnaire encompassed two sections: demographic data and a closed-ended scale. Demographic data included gender, class, and parents’ occupation status. The closed-ended scale was adapted from the SM Questionnaire [21] and featured four categories: self-efficacy, interest and enjoyment, connection to daily life, and importance to the student. Each category comprised five items, rated on a Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). The SM questionnaire was tailored to suit elementary school students, given that the original version was designed for college-level students [22]. The reliability of the closed-ended scale, assessed via Cronbach’s alpha, yielded values of 0.75 for the overall scale, 0.76 for self-efficacy, 0.67 for interest and enjoyment, 0.63 for connection to daily life, and 0.69 for importance to the student. Similar to the SK questionnaire, the SM questionnaire was administered twice: before and after engagement with Kahoot!, at the outset and culmination of the semester.
• Student Grades in Report Cards: Student grades in report cards were collected and analyzed to evaluate their achievements in the domain of science. These grades were obtained both before and after engaging with Kahoot!, corresponding to the start and conclusion of the semester.

Quantitative data underwent statistical analysis using the IBM SPSS, version 22.0 (IBM, 2013), involving the application of parametric models. These models were evaluated based on four fundamental assumptions: normal data distribution, homogeneity of variance, interval-level data, and independence. Consequently, descriptive statistics and the general linear model (GLM) were employed [23]. Parametric statistical tests employed encompassed the Chi-Square test, t-tests for independent samples, analysis of covariance (ANCOVA) tests, and the Pearson correlation test.

3. Results

The findings illuminate the impact of engaging with Kahoot! on students’ learning outcomes and their motivation toward science education. The subsequent section is organized into five segments, each addressing a distinct research question. The initial segment expounds upon students’ comprehension of scientific concepts and principles, as discerned from the science knowledge questionnaire. The subsequent segment divulges students’ motivation to embrace science learning, derived from the motivation to learn science questionnaire. The third segment delineates students’ science grades, extracted from their report cards, both prior to and subsequent to the research intervention. Moving forward, the fourth segment examines the correlation between students’ motivation to engage in science learning and their grasp of scientific concepts and principles. Lastly, the fifth segment elucidates the disparities in students’ motivation to pursue science education, contingent upon demographic variables such as gender, age, and parental occupation.

3.1. Students’ Understanding of Scientific Concepts and Principles

Students’ comprehension of scientific concepts and principles was assessed by contrasting the research groups based on their pre-science knowledge questionnaire and post-science knowledge questionnaire.

Table 2. Students’ means, standard deviations, and t-test results for the pre-science knowledge questionnaire, categorized by research group.

Research Group		N	Mean (0–100)	SD	t	p
Program	Experiment	53	18.87	14.84	−1.25	NS
	Control	56	22.10	12.15
Gender	Boys	56	20.31	13.60	−1.69	NS
	Girls	53	20.76	13.63
Parents’ occupation	Science	31	18.55	12.45	−0.96	NS
	Other	78	21.31	13.97

NS = non-significant.

provides an overview of students’ means, standard deviations, and t-test outcomes concerning the pre-science knowledge questionnaire, categorized by the respective research groups.

Table 2 presents the outcomes derived from the analysis of t-tests for independent samples. The t-test analyses revealed no statistically significant distinctions between the research groups in relation to their pre-science knowledge questionnaire responses. This signifies that prior to their involvement in Kahoot! digital tool activities, all research groups exhibited comparable levels of comprehension pertaining to scientific concepts and principles.

Table 3. Mean scores, standard deviations, and t-test results for the post-science knowledge questionnaire, categorized by research group.

Research Group		N	Mean (0–100)	SD	t	p
Program	Experiment	53	86.79	15.78	9.78	0.00
	Control	56	56.70	16.34
Gender	Boys	56	70.54	23.16	−0.39	NS
	Girls	53	72.17	20.90
Parents’ occupation	Science	31	67.34	18.73	−1.20	NS
	Other	78	72.92	23.10

NS = non-significant.

outlines the mean values, standard deviations, and t-test outcomes associated with the post-science knowledge questionnaire, categorized by research group.

Table 3 provides a comprehensive representation of the outcomes derived from the t-test analyses for independent samples. The sole statistically significant distinction disclosed in Table 3 was observed between the experimental group and the control group. Notably, students within the experimental group exhibited elevated mean scores on the science knowledge questionnaire (M = 86.79, SD = 15.78) at the culmination of the semester in comparison to their counterparts in the control group (M = 56.70, SD = 16.34). The statistical disparity was calculated as t (109) = 9.78, p = 0.00.

Consequently, this indicates that the solitary discrepancy in the enhancement in “Students’ understanding of scientific concepts and principles” cannot be attributed to gender or parental occupation; rather, it can be directly attributed to their active engagement with Kahoot! digital tool activities. Put differently, the improvement in students’ comprehension of scientific concepts and phenomena can be attributed to their exposure to the Kahoot! program as an integral facet of their scientific education.

A more in-depth analysis offers insights into the proportion of students with accurate responses for each question within the pre-knowledge questionnaire while concurrently contrasting the scores of the experimental and control groups.

3.2. Students’ Motivation to Learn Science

Motivational disparities were assessed through a comparison between the experimental and control groups based on their pre-motivation questionnaire and post-motivation questionnaire.

Table 4. Students’ motivation to engage in science learning, as evaluated by contrasting the experimental and control groups using their pre-motivation questionnaire.

Category	Experimental		Control		t	p
	Mean (1 to 5)	SD	Mean (1 to 5)	SD
Self-efficacy	3.69	0.65	3.93	0.64	−1.92	NS
Interest and enjoyment	3.83	0.68	4.09	0.75	−1.88	NS
Connection to daily life	3.38	0.67	3.30	0.57	0.59	NS
Importance to the student	3.42	0.49	3.39	0.44	0.25	NS
General motivation	3.58	0.45	3.68	0.41	−1.23

NS = non-significant.

provides an overview of students’ motivation to engage in science learning, juxtaposing the experimental and control groups in relation to their pre-motivation questionnaire responses.

The t-test results outlined in Table 4 offer a comprehensive comparison between the experimental and control groups concerning their motivation to engage in science learning, as reflected in the pre-questionnaire responses across the following four categories: self-efficacy, interest and enjoyment, connection to daily life, and importance to the student. Notably, the analysis revealed no statistically significant disparities between the two groups in terms of their motivation towards science education.

Table 5. Students’ motivation to engage in science learning: a comparison of the experimental and control groups based on their post-motivation questionnaire responses.

Category	Experimental		Control		t	p
	Mean (1 to 5)	SD	Mean (1 to 5)	SD
Self-efficacy	4.06	0.70	3.61	0.59	3.65	0.00
Interest and enjoyment	4.37	0.35	3.58	0.62	8.32	0.00
Connection to daily life	3.55	0.72	3.37	0.80	1.25	Ns
Importance to the student	3.90	0.73	3.86	0.79	0.26	Ns
General motivation	4.00	0.48	3.60	0.54	3.76	0.00

NS = non-significant.

proceeds to present an analogous comparison of students’ motivation to learn science, juxtaposing the experimental and control groups based on their post-motivation questionnaire responses.

Table 5 portrays the juxtaposition between the experimental and control groups with regard to their motivation to engage in science learning, as gauged by the post-questionnaire outcomes across the designated categories. The analysis revealed compelling insights: within the experimental group, students exhibited notably elevated motivation in the general motivation domain (t = 3.76, p < 0.00), as well as in the domains of self-efficacy (t = 3.65, p < 0.00) and interest and enjoyment (t = 8.32, p < 0.00). However, no statistically significant disparities were observed in the categories of connection to daily life and importance to the student. This outcome underscores the notion that the integration of Kahoot! digital tool activities within the classroom setting serves to amplify students’ motivation to partake in science education, augmenting their self-efficacy and fostering heightened interest and enjoyment. This enhancement is particularly notable when juxtaposed with the utilization of traditional textbooks alone.

3.3. Students’ Scores in Science as Reported in Their Report Cards

Statistical analysis of the students’ overall achievements in science as reported in their report cards was conducted at the end of the research period. The findings illuminated a noteworthy distinction: the experimental group’s mean scores surpassed those of the control group (mean = 94.15, SD = 5.39; mean = 88.62, SD = 6.23, respectively). Utilizing analysis of covariance (ANCOVA) tests, a statistically significant variance between the research groups emerged (F (1,109) = 8.46, p = 0.01, η²p = 0.08. This outcome underscores the potential potency of integrating Kahoot! digital tool activities within science curricula, signifying a potential enhancement in students’ scholastic accomplishments in the field of science.

3.4. The Correlation between Students’ Motivation and Their Comprehension of Scientific Concepts and Principles

To delve deeper into the exploration of students’ motivation to learn science, we delved into the interconnectedness between their motivation and their grasp of scientific concepts and principles, as evident in their post-science knowledge questionnaire scores. The findings unveiled a positive correlation, underscoring the harmonious relationship between students’ motivation and their adeptness with scientific concepts and principles. Notably, Pearson correlation analyses unveiled statistically significant positive correlations in several dimensions: general motivation (r (109) = 0.23, p = 0.02), as well as in the self-efficacy and interest and enjoyment categories (r (109) = 0.34, p < 0.01; r (109) = 0.35, p < 0.01, respectively). This underscores the notion that heightened motivation corresponds to a heightened ability to comprehend and engage with scientific concepts and principles, affirming a positive symbiosis between the two.

3.5. The Variations in Students’ Motivation to Engage in Science Learning, Based on Demographic Variables Such as Gender, Class, and Parents’ Occupation

Motivational disparities were investigated through a comparative analysis between the research groups, considering their demographic variables such as gender, class, and parents’ occupation. The ANCOVA (analysis of covariance) test was employed to ensure pre-questionnaire equivalence when examining statistically significant variations in the post-questionnaire outcomes.

The findings brought to light that students in the fifth grade exhibited higher adjusted post-means for ‘general motivation’ in contrast to their peers in the sixth grade (M = 3.93, SD = 0.49; M = 3.60, SD = 0.54). Similar patterns emerged for the categories of interest and enjoyment (M = 4.16, SD = 0.52; M = 3.73, SD = 0.70) as well as connection to daily life (M = 3.68, SD = 0.77; M = 3.19, SD = 0.68). Refer to

Table 6. Students’ motivation to engage in science learning, comparing between the fifth-grade and sixth-grade classes.

Category	Class	Pre-Questionnaire		Post-Questionnaire		F	p
		Mean	SD	Mean	SD
Self-efficacy	Five	3.80	0.68	3.86	0.64	0.07	NS
	Six	3.82	0.63	3.80	0.75
Interest and enjoyment	Five	4.17	0.72	4.16	0.52	10.76	0.00
	Six	3.72	0.67	3.73	0.70
Connection to daily life	Five	3.48	0.66	3.68	0.77	8.04	0.00
	Six	3.18	0.53	3.19	0.68
Importance to the student	Five	3.43	0.45	4.04	0.71	2.98	NS
	Six	3.37	0.48	3.69	0.77
General motivation	Five	3.71	0.43	3.93	0.49	6.64	0.01
	Six	3.52	0.41	3.60	0.54

NS = non-significant.

for a presentation of students’ motivation to learn science, depicting a comparison between the fifth and sixth-grade classes.

The ANCOVA test revealed statistically significant differences between the fifth-grade and sixth-grade classes for general motivation (F (1,109) = 1.57, p = 0.01, η²p = 0.06), interest and enjoyment (F (1,109) = 4.00, p = 0.00, η²p = 0.09), and connection to daily life categories (F (1,109) = 3.86, p = 0.00, η²p = 0.07). In other words, students in the fifth-grade class exhibited higher motivation to learn science compared to their peers in the sixth-grade class. Additionally, they demonstrated greater interest in science and a stronger belief that science studies contribute to understanding everyday phenomena compared to their peers in the sixth-grade class.

4. Discussion

This study employed a quantitative research methodology, drawing on the classical experimental design theory [24], to explore the impact of integrating Kahoot! digital tool activities on students’ learning outcomes and motivation to learn science. The research design encompassed pre- and post-questionnaires administered to both experimental and control groups. The independent variable centered on the instructional approach—integration of Kahoot! digital tool activities—while the dependent variables included students’ understanding of science concepts and principles, motivation to engage in science learning, and achievements in science. Additionally, this study investigated potential influencing factors such as gender, class, and parents’ occupation.

This study’s findings revealed a significant improvement in students’ comprehension of scientific concepts and principles resulting from the incorporation of Kahoot! digital tool activities for learning. These results align with previous research suggesting that interactive and engaging educational platforms can effectively enhance students’ understanding of complex subjects [25,26].

Furthermore, an exploration of students’ motivation to learn science provided insightful observations. While no significant differences were observed between the experimental and control groups in the pre-questionnaire, the post-questionnaire results indicated a substantial increase in self-efficacy and levels of interest and enjoyment among students in the experimental group. This underscores the notion that Kahoot! digital tool activities not only enhance students’ grasp of scientific concepts but also reinforce their motivation to actively engage with the subject matter.

The questionnaire, designed to assess students’ understanding of science concepts and principles, consisted of two versions—one for fifth-grade and one for sixth-grade students—aligned with national standards and topics. Each version included eight questions, encompassing five multiple-choice and three open-ended questions. Rigorous validation through an inter-rater process yielded a content validity ratio (CVR) of 1.00, indicating unanimous agreement among the five assessors. The Science Knowledge (SK) questionnaire was administered twice—prior to and following engagement with Kahoot!—marking the beginning and end of the semester. The observed correlation between motivation and students’ understanding of scientific concepts and principles (as reflected in their means on the post-science knowledge questionnaire) reinforces the proposition that motivated students generally achieve better outcomes.

Building upon the insights unearthed in this study, Kahoot! emerges as a robust tool that not only enhances students’ grasp of scientific concepts but also ignites their motivation to engage with the subject matter. These findings align with a collective body of research that underscores the transformative potential of gamified learning experiences [6,8,27,28,29,30].

In alignment with the aforementioned studies, Sailer and Homner’s meta-analysis of 38 studies revealed significant positive effects of gamification on cognitive, motivational, and behavioral learning outcomes [8]. Likewise, Kalogiannakis et al.’s review of 24 studies demonstrated predominantly positive impacts of gamification on students’ learning achievement [6]. Furthermore, consistent findings in motivation studies indicated heightened intrinsic motivation, enjoyment, and improved learning outcomes. Collectively, these findings underscore that such tools transcend the role of mere information conveyors, becoming catalysts for enhancing student motivation and support, nurturing a genuine eagerness to learn and actively engage with the realm of science.

These converging findings, both from prior research and this study, accentuate the symbiotic relationship between cognitive and motivational aspects within the context of gamified tools like Kahoot! in science education. This contemporary educational paradigm not only aims to disseminate knowledge but also strives to kindle and cultivate students’ curiosity, propelling them to explore scientific concepts through captivating and immersive approaches. Ultimately, these endeavors are poised to contribute not only to enhanced comprehension but also to an overarching elevation of students’ performance and mastery of scientific subjects.

Moreover, this study’s investigation into demographic variables yielded intriguing results. While gender and parents’ occupation did not exert a notable influence on students’ motivation to learn science, grade level emerged as a factor shaping students’ motivation. The finding that students in class five demonstrated higher motivation scores compared to their peers in class six for general motivation, interest and enjoyment, and connection to daily life categories, as measured by the ANCOVA test, aligns with prior research on motivation in science education. Existing literature suggests that demographic variables such as gender, class type, class level, and parental support may impact students’ motivation to learn science [31,32,33,34]. For instance, Simpkins et al. [34] discovered that students harbor distinct motivational beliefs for biology, chemistry, and physics as early as the commencement of high school, implying that class level might influence students’ motivation to learn science.

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! 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.

This study aligns with Balaskas et al. [35] in finding that Kahoot! enhances student engagement and motivation. However, we explore further by analyzing how motivational factors correlate with academic performance in a gamified context, revealing the complex relationship between motivation, demographics, and educational outcomes. Unlike Balaskas et al., who focused on sixth graders without exploring learning outcomes or demographic impacts, our research provides a broader view of gamified learning’s efficacy in primary education, filling existing gaps and guiding future pedagogical strategies and studies.

However, it is essential to acknowledge the limitations of this study. Despite its positive impact, the applicability of Kahoot! digital tool activities may fluctuate across different topics and educational contexts. Additionally, this study’s focus on a specific age group and subject matter might constrain the generalizability of the findings.

In summary, this research enriches the discourse on gamified learning with its focused examination of Kahoot!’s deployment in elementary science education, a sector less traversed by existing research. Distinguishing itself by concentrating on younger learners, this study illuminates the nuanced benefits and challenges of integrating gamified approaches in early educational stages. Employing a robust quantitative analysis, our research meticulously evaluates the dual impact of Kahoot! on both the cognitive comprehension of scientific concepts and the motivational dynamics within the classroom. The outcomes indicate a notable enhancement in scientific understanding and a surge in student engagement and motivation, offering concrete evidence of Kahoot!’s efficacy in elementary settings. By navigating beyond the generic application of digital tools, this study delineates specific pedagogical gains from gamified learning, providing educators with empirical insights to tailor more effective and motivational learning experiences.

Future research could delve into the long-term effects of such interventions and explore how diverse interactive tools cater to distinct learning needs. By highlighting the significance of instructional methods and intrinsic motivation in science education, this study underscores the importance of nurturing dynamic and captivating learning environments that cultivate curiosity, critical thinking, and a profound grasp of scientific concepts.

Furthermore, this study holds both practical and theoretical significance. From a practical standpoint, the integration of Kahoot! digital tool activities into primary school science curricula emerges as a valuable implication. These activities not only facilitate the exploration of novel concepts and potential solutions but also invigorate classroom discourse. On a theoretical level, this study contributes to the growing body of knowledge on the efficacy of Kahoot! digital tool activities for teaching and learning. It underscores their importance in elementary school education and offers a validated framework for their integration. Additionally, it enhances our understanding of primary school students’ conceptual comprehension and their motivation to learn science.