Our study investigates the effectiveness of Kahoot! as a formative assessment tool in the consolidation of grammatical phenomena in adult foreign language learning. Kahoot! was used in a multilingual and multicultural learning environment, where Α1-level Greek was the target language. An experimental quantitative methodology was employed to compare progress made by students using Kahoot! (experimental group) compared to those using traditional methods such as paper and pencil tests (control group). Pre-tests and post-tests were administered to both groups to check if students had better assimilated the grammatical phenomena they had been taught. The study was carried out in the Center for the Study of the Hellenic Language and Culture at the University of Ioannina (Greece). Overall findings reveal that both groups performance in the post-tests showed a statistically significant improvement, however there was not a statistically significant difference between the performance of the two groups.

This article focuses on the issue of retention in Greek higher education institutions. It is an issue of growing significance in the last decades, after the expansion of higher education and the increase in the number of university students. It is based on a literature review and the results of a research the aim of which was to investigate the factors to which students' attribute the fact that they have either not completed their studies in the period nominally expected for their study programme, or have withdrawn. Research data show that retention constitutes a complex social problem and that there is a relationship between retention and socioeconomic factors. We conclude that a full understanding of the issue, as well as efforts to increase student success presuppose the study of social parameters, which will examine the relationship between students' socioeconomic background and their studies, within each country's specific financial, social and cultural framework.

In the last decades, despite the implementation of policies aiming at widening the participation in higher education in many countries, inequalities persist. Drawing on survey data collected in the context of our research project exploring aspects of Diversity, Inequalities and Inclusion in Greek higher education, this article presents undergraduate students' accounts on the support measures provided in higher education. Our findings indicate that undergraduate students express rather reserved views on the effectiveness of the support measures provided. Some characteristics are of importance in these students' accounts as some groups consider institutions as less supportive such as females and students who have not completed their studies on time. A strong effect of the institution of study on students' views regarding support provision is also shown revealing the key role of institutions on the students' trajectories.

In the last decades, despite the implementation of policies aiming at the equality of opportunities in Higher Education (HE) and the improvement of the academic performance of the less privileged students, new forms of inequalities have been raised. This paper examines the factors that influence students' perceptions regarding the implementation of policies that contribute to the development of their performance. Drawing on the concept of "institutional habitus", this study presents results of a survey questionnaire of 322 students in two university institutions in Greece. The selected universities meet the criteria of different history, location and organizational structure. The findings show differences between institutions, which reveal the important role of institutional practices in students' academic performance. The findings highlight the importance of investigating factors other than social background when studying academic success and learning outcomes.