Search Results (21)

Online quizzes, such as Kahoot, are innovative tools reshaping modern education by boosting student engagement, enhancing memory retention, and encouraging collaboration. This study explores their role as a modern extension of the Socratic Method, highlighting their ability to combat challenges like reduced attention spans, exam anxiety, and unhealthy competition. With real-time feedback and gamified elements, quizzes make learning interactive and enjoyable, breaking the monotony of lectures. While technical limitations like time constraints and over-reliance on digital tools are noted, the findings advocate a balanced approach. Online quizzes foster inclusivity, improve learning outcomes, and prepare students for a tech-driven future. Full article

Digital platforms are increasingly prevalent among young students in K-12 education, offering significant opportunities but also raising concerns about their effects on self-assessment and academic performance. This study investigates the effectiveness of Kahoot! compared to traditional instructional methods in enhancing mathematics achievement and its impact on multiple screen addiction (MSA) among Greek students aged 9 to 12 during a STEM summer camp. A quasi-experimental design was employed with a purposefully selected sample of one hundred and ten (n = 110) students, who were non-randomly divided into two groups: (a) an experimental group of fifty-five students (n = 55) who engaged with Kahoot! (using dynamic visual aids and interactive content) and (b) a control group of fifty-five students (n = 55) who received traditional instruction (using digital textbooks and PowerPoint slides with multimedia content) on laptops and tablets. The findings revealed a statistically significant difference in MSA scores, with the experimental group exhibiting lower MSA scores compared to their counterparts, indicating a positive impact on reducing screen addiction levels. While Kahoot! led to lower MSA levels, it significantly improved overall mathematical achievement, with a substantial effect size, suggesting a strong positive impact on learning outcomes. The current study highlights the importance of aligning educational tools with the intended outcomes and recommends further research to explore the broader impact of gamified learning on student engagement, screen addiction, and learning outcomes. Full article

(1) This document explores the impact of an interactive learning platform on students’ academic performance through a teaching innovation project. (2) The study involved 127 students in financial economics and accounting courses at a Spanish university. Preliminary and post-learning phase surveys, along with instructor evaluations, were conducted to assess students’ expectations, satisfaction, and performance using the Kahoot platform. The data underwent analysis using PLS-SEM and multivariate techniques. (3) Remarkably, 42.5% of students achieved high academic performance, surpassing their average scores. Notably, those who enjoyed using Kahoot and had higher expectations showed significantly higher performances (48.3% vs. 26.4% and 64.1% vs. 18.3%, respectively). These results highlight the positive impact of perceived usefulness on satisfaction and academic performance. The study also emphasizes the moderating role of students’ enjoyment in enhancing satisfaction and learning outcomes through Kahoot. (4) The document concludes with insights into students’ motivation to use Kahoot and its effectiveness in improving learning outcomes, providing valuable implications for interactive learning platforms in education. Full article

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. Full article

In the modern day, educational demands necessitate student-centered instructional approaches at all levels of educational institutions. Through the integration of digital technology, these frameworks incorporate up-to-date teaching methods, encourage social engagement, and promote cultural values. Gamification in digital technologies assists in establishing an educational environment that is engaging, entertaining, personalized, and constantly available. This educational environment is based on digital learning resources and draws on stored human knowledge, articulating education by removing geographical and temporal boundaries. Kahoot! is a platform that allows the creation of and access to gamified assessment quizzes while integrating technology into the teaching and learning process. In this article, we present the results of a study based on a Kahoot! quiz used in a classroom with 27 6th-grade pupils in a Greek elementary school. Our objective is to determine the effectiveness of game-based learning by using Kahoot! as a supplementary element to traditional teaching methods. With the inclusion of a post-activity questionnaire for overall interest and motivation to learn while using Kahoot! and the Driscoll Questionnaire, we aim to explore the potential benefits of Kahoot! in the learning process, pupil engagement, and assessment. The analysis of the collected data from the questionnaire demonstrated a positive attitude toward Kahoot! as an alternative educational method and learning approach. It also revealed positive feedback on the motivation, enjoyment, sense of autonomy, creativity, and pupil interest in the learning process. In addition, the study indicated a moderate positive effect on pupils’ understanding of the learning content and a slight inclination towards the technology-based, non-traditional approach compared to traditional teaching. Based on the findings, by fostering an encouraging and creative environment, we can improve pupil engagement and overall motivation while promoting autonomous learning through a game-based experience. Full article

This research aimed to compare two strategies for vocabulary learning (digital-game-based learning and paper-based learning). The research was conducted during the first semester of the academic year 2022/2023. A total of 40 EFL undergraduate students within the Applied English Program of a private university located in the middle part of Taiwan were selected and divided into two groups: digital-based (n = 20) and paper-based (n = 20). The instrument developed by the researcher was pre- and post-vocabulary tests for both groups. The pre-vocabulary test was implemented to identify the level of students’ prior knowledge of vocabulary mastery. For the intervention, Kahoot! quiz exercises were conducted weekly for the digital-game-based group, while the paper-based group received the same quiz on paper every week. The post-vocabulary tests showed no significant difference between the students using digital-game-based quizzes and paper-based quizzes during the six-week intervention. Full article

Background: Kahoot! is an educational tool allowing teachers to create a series of gamified tests with the aim of reinforcing educational content, thus improving the teaching-learning process. The objective of this project is to evaluate the acquisition of content through gamified tests with Kahoot! and reward cards compared to the traditional teaching methodology (contents not reinforced). Methods: This Physiotherapy Teaching Innovation Project (PTIP) was carried out in four subjects of the Degree in Physiotherapy at the University of Jaén (Spain). The teachers responsible for each subject were instructed in the use of Kahoot! and reward cards. These teachers randomly selected the contents that were going to be reinforced with Kahoot! while the other 50% of the contents would not be reinforced. In the final exam of each subject, the results related to the reinforced contents were compared with those non-reinforced and the degree of satisfaction of the students with the experience was evaluated. Results: A total of 313 students participated in this PTIP. In all subjects, we determined a significant increase in the number of correct answers in an improvement range from 7% (95% CI 3.85 to 9.38) to more than 20% (95% CI 17.61 to 26.86) in favor of the questions that alluded to reinforced content using Kahoot! compared to the non-reinforced contents. More than 90% of the participants considered the use of Kahoot! useful and motivating. Our findings showed that Kahoot! motivated more than 65% of students to study daily. Conclusions: The students obtained better academic results in the questions related to contents reinforced with tests through Kahoot! and reward cards compared to those non-reinforced, showing that this methodology can be an effective tool to promote retention and content assimilation. Full article

Since April 2020 all schools and universities have been running online classes on e-learning platforms and teachers have gradually integrated various educational software into the teaching-learning process. Our target group consists of 114 students of the faculty and college. We wanted to find out their opinions about the geography online assessment, identifying the factors that influenced this process and any differences that occurred between the two categories of subjects. The results of the study showed that students at technical college adapted very well to online evaluation and the numerous chi-square associations with technological factors show the importance students attached to them over pedagogical and social factors. Students felt the need for digitisation of the learning process as most of the associations are between psychological learning factors and technological ones. The university students, unlike students from college, did not respond under the impact of emotions, and appreciated the software design of Kahoot and Google Forms by associating a positive, stimulating connotation with psychological features (motivation, memory, comprehension, relaxation). We conclude that both technical college and university students appreciated the benefits of online assessment through the use of Kahoot and Google Forms tools on both psychological and pedagogical levels. Full article

Video conferencing has enabled synchronous communication in a classroom and created multi-sensory content to stimulate learners. Artificial intelligence involves complex equations that are better taught using a constructive pedagogy where students experiment with alternative ways of solving the same problem. Multiple-choice questions have high reliability and can easily reveal student skill levels in a quick way. The Australian Computer Society accreditation exercise ensures that the content for each subject serves as a flexible template for teaching. The geographical extent of the country requires the presence of multiple subordinate campuses affiliated to a main campus. Following the concept of strands, it was also necessary to show continuity in learning and assessments between the first- and second-year subjects. Student feedback for subjects with artificial intelligence-based simulations showed that several students found it difficult to understand lectures and assignments. Hence, to measure student learning, we introduced a Kahoot quiz during the recess of each lecture that students could join through their mobile phones from different campuses. Software project management is challenging for students with vision or attention-related disorders. We taught them how to use charts to visually observe variables and narrow down possible relationships before performing in-depth analysis. One of the main purposes of education is employability. Hence, greater context to real world industry examples was introduced into lectures. Full article

The application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation and promoting collaborative teamwork. The aim of this study was to analyze the differences on intrinsic motivation of university students considering contextual variables when working specific contents through digital tools and virtual gamified strategies. Nine hundred and nineteen university students (18–21 years old) participated in the study. A descriptive cross-sectional study was performed considering four different variables: gender, working language, subject nature and academic degree. The applications used were Kahoot and Vevox and student motivation was assessed through an adapted version to the university context of the Intrinsic Motivation Inventory (IMI) Questionnaire. A higher score for bachelor´s degree compared to vocational training for the dimensions interest-enjoyment and effort-importance, together with a lower level in tension-pressure were revealed. Only the effort dimension was different between genders, being higher for female. Practical subjects showed higher values in bachelor´s degree for interest, competence, effort, and lower scores concerning tension-pressure. Finally, the teaching in Spanish revealed better scores in all dimensions compared to English, especially when the subject nature is practical. In line with previous results, university students showed good levels of intrinsic motivation when virtual gamified tools were used. Full article

In today’s world, the ability to communicate in a foreign language is more highly prized than ever by prospective employers, which results in more options and possibilities for students, both academically and professionally. As a result of this tendency and the need for new communication methods, language instructors are driven to include cutting-edge language teaching approaches, resources, and materials in their classroom instruction, such as using ICT, or information, communication and ubiquitous technologies. In this paper, we introduce learning scenarios based on two mobile learning apps that facilitate language learning through interesting, interactive settings in a more personalized way based on children’s age. The writers’ emphasis will be on demonstrating interactive activities devised in their classrooms and on providing examples of student work in two languages, English and Spanish. Through this paper, we examine a range of educational tools and determine that Mondly Kids and Language Drops-Kahoot are the best acceptable teaching materials. On the basis of this assumption, we created three distinct groups of students, and the outcomes from the assessment technique show that mobile language learning enhances children’s experiences and increases their willingness to learn a new language. Additionally, students can use mobile applications to improve their speaking abilities and critical thinking skills throughout a language learning session. Full article

The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching–learning process. The goal is to improve the instructive–educational process by applying a learning platform based on play and digital technology that favors a qualitative educational endeavor. The use of the Kahoot! platform as form of assessment had a significant and direct positive effect on the educational process during the COVID-19 pandemic. Full article

This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group. Full article

The new framework for learning requires the use of new technologies, such as m-learning or game-based learning programs. Gamification using this type of applications has been implemented in higher education contexts, enhancing students’ satisfaction, motivation, and class attendance. The present study refers to the introduction of new technologies and gamification through the use of the application Kahoot!, with the main objective being to analyze the relationship between the use of this gamification tool and the students’ learning results, which are measured by their academic marks. The results show a positive relationship between students’ results on the Kahoot! tests and the student’s final mark. Additionally, we demonstrate that students’ academic results improve when Kahoot! is used as an evaluation tool, taking into account improved student efficiency and a lower amount of failed grades. Full article

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool. Full article