Kahoot: A game‐based web tool to assess motivation, engagement fun, and learning outcomes among engineers

Abstract

It can be very difficult and demanding to keep students interested and motivated to learn difficult concepts and ideas; this is especially true if the task seems difficult and unique to the students. The digital generation enjoys using mobile applications. The study's goal was to encourage instructors to use digital assessment tools and approaches to enhance students' psychological abilities, such as motivation, enjoyment, and performance in learning. The study used the educational technology application Kahoot for formative assessment. The main objective is to determine how the use of the online game “Kahoot” affects the students' motivation, enjoyment, engagement, concentration, and learning outcome, which is a supplement to traditional teacher‐centered learning. Quantitative research was carried out, volunteered participants were divided into two groups: Kahoot (n = 32) and paper‐based (n = 32), and were given lectures on a particular topic in mechanics for a specific period. Lately, quiz was conducted in groups; the participants in the Kahoot groups gave the test on Kahoot mobile application, while the student in the paper‐based group traditionally gave the quiz, data was collected from the participants in both groups using a Likert‐scale questionnaire to determine their perceptions of participants on the above‐stated themes. Then, the mean, standard deviation, z‐test and t‐test were used to determine the perceptions in both groups. The findings from the study ultimately agreed to the hypothesis that effective learning, motivation, engagement, and fun were all in the Kahoot‐based group compared to the paper‐based group with a statistically significant difference.