Memory Stay Or Stray?:  Irregular Verbs Learning Using Kahoot!

Yunus, Melor Md; Azman, Mohd Azmanuddin bin

doi:10.24093/awej/call5.15

Cited by 7 publications

(3 citation statements)

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“…Students successfully learned the meaning of words introduced to them through games albeit not digital ones and were even adept enough to incorporate the use of these words as they speak. There are also other studies with similar results (e.g., Karaaslan et al, 2018) in the study of collocation and parts of speech use among university students; Muhridza et al (2018) in the research on the use of synonyms among tertiary level students; Yunus & Azman (2019) in the study of irregular verbs use through Kahoot! among primary school students).…”

Section: Covid-19 and Its Positive Impact On Gamification In A Virtua...mentioning

confidence: 56%

The Covid-19 Pandemic and its Impact on Gamification within ESL Virtual Classrooms: A Literature Review

Ibrahim¹,

Kamaruddin²,

Yunus³

et al. 2021

IJARBSS

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The Covid-19 pandemic is a health crisis that has been affecting the world since December 2019. The death toll that keeps spiking up day by day has led the government to take precautions in schools in order to ensure students' health and safety. The temporary closure of various educational institutions including universities, schools and kindergartens has given a significant impact on our education system. This unprecedented situation has resulted in the transition of the face-to-face teaching method to virtual learning. This literature review focuses on the use of gamification as a tool for language learning and teaching, specifically for the educators and learners of English as a Second Language (ESL) in conducting virtual lessons in the middle of the Covid-19 pandemic. Thus, the impacts and challenges of the utilisation of gamification tools in the virtual classrooms conducted due to Covid-19 pandemic have been identified as a way to enhance ESL virtual classrooms through improvements in the method of teaching for students' educational development with regard to ESL knowledge.

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Section: Covid-19 and Its Positive Impact On Gamification In A Virtua...mentioning

confidence: 56%

The Covid-19 Pandemic and its Impact on Gamification within ESL Virtual Classrooms: A Literature Review

Ibrahim¹,

Kamaruddin²,

Yunus³

et al. 2021

IJARBSS

Self Cite

View full text Add to dashboard Cite

show abstract

“…Another noticeable benefit of using gamification or interactive activities is that learners lose some inhibition. Students' sense of embarrassment is lessened, and the aspect of peer scrutiny is reduced (Yunus & Azman, 2019). Studies prove that gamification also reduces the stress level of students.…”

Section: Benefits Of Using Gamification and Interactive Tasksmentioning

confidence: 98%

“…In both cases, immediate feedback is given and a leaderboard is shown to encourage competitiveness. Yunus and Azman (2019) call the 'leaderboard' a core game element in Kahoot!. Another clear advantage with Kahoot!…”

Section: Kahoot!mentioning

confidence: 99%

Exploiting Gamification and Interactive Activities to Achieve Better Students’ Engagement in ELT Classes

Govindarajan¹

2021

AWEJ

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Students’ active engagement and participation in the learning process has always been the most desirable factor in English Language Teaching (ELT) classes. Yet, it remains challenging for educators to engage students and make them participate. This qualitative research addresses the potential for exploiting gamification and interactive activities to achieve improved engagement in ELT classes. The integration of technology in education enables educators to use web-based games and interactive activities in ELT classes to get students’ engagement. An analysis of the research done in the related fields proves that games and interactive activities, integrated with technology, can be more effectively used in ELT classes to deliver better outcomes, which include enhanced motivation, active engagement, and willing participation of learners in the learning process. Another observation is that the current scenario has reinforced the need for using gamification and interactive activities in online classes. For instance, pedagogical applications like Forum (Moodle), Nearpod, Kahoot!, and H5P can be used in both regular face-to-face classes and in online classes. A careful analysis of some research findings proves that educators face a number of difficulties such as lack of training and insufficient time to prepare. However, the researchers in the field have also provided some possible solutions such as collaboration at different levels. The present scenario demands new approaches as online classes necessitate the implementation of modern techniques such as web-based gamification and interactive activities in order to actively engage students in ELT classes.

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The usability evaluation on mobile learning apps with gamification for middle-aged women

et al. 2022

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Mobile learning and gamification are becoming increasingly popular, especially in education. Numerous researches suggest that mobile learning apps with gamification can improve student learning. However, there are fewer studies that analyze the gamification effects and usability of mobile apps for middle-aged women. The aim of this study is to propose a new mobile learning app with gamification aspects for the use of middle-aged women in memorizing Arabic words. In the preliminary study, pre and post-tests were conducted to determine the effect of the use of the gamification application on 61 middle-aged women using Kahoot! game. The results from the Kahoot! game shows that participants enjoy learning and can memorize Arabic words effectively, indicating that gamification can motivate learning among middle-aged women. Then the usability of a new mobile app prototype containing learning notes and quizzes for user self-learning purposes was evaluated using three (3) criteria namely effectiveness, efficiency, and satisfaction. The considered indicators to measure the application’s effectiveness are (a) tapping behaviour (number of taps used to perform a specific task), (b) number of attempts (how many times users tried to complete the task successfully), and (c) quiz score (score obtained by user after self-learning using the mobile app). Two variables were used to measure the efficiency of the application: the duration of task completion and the number of requests for help. In order to evaluate the satisfaction, a questionnaire was used to determine how respondents rated the mobile app's usability. The usability evaluation results show that the proposed mobile app was effective as users could utilize all the modules provided and successfully answer the quiz questions.

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Memory Stay Or Stray?: Irregular Verbs Learning Using Kahoot!

Cited by 7 publications

References 0 publications

The Covid-19 Pandemic and its Impact on Gamification within ESL Virtual Classrooms: A Literature Review

The Covid-19 Pandemic and its Impact on Gamification within ESL Virtual Classrooms: A Literature Review

Exploiting Gamification and Interactive Activities to Achieve Better Students’ Engagement in ELT Classes

The usability evaluation on mobile learning apps with gamification for middle-aged women

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