The Gamification Tool For The Classroom Response Systems: Kahoot

Gündüz, Abdullah Yasin; Akkoyunlu, Buket

doi:10.16986/huje.2019052870

Cited by 12 publications

(18 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While the traditional student response system is a useful method for measuring the cognitive status of students for the teacher, gamified response systems are more exciting and motivating for students during the exam (Wang, 2015). Gündüz and Akkoyunlu (2020) suggested that teachers' using classroom response systems while planning class activities can increase motivation for the course. Bury (2017) researched online assessment tools and concluded that they provide immediate feedback and improve students' grammar knowledge.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL

Öden

Bolat

Göksu

2021

Journal of Computer and Education Research

View full text Add to dashboard Cite

This study aims to reveal the effect of the gamified response system, Kahoot!, on attitude towards the EFL course, motivation, and exam anxiety. For this purpose, an embedded mixed design, in which quantitative and qualitative methods are used together, was preferred. The study group consists of 88 ninth-grade vocational high school students. Before the experimental process, attitude, motivation, and exam anxiety scales were applied to the experimental and control groups as pre-tests. At the end of the experiment, attitude, motivation, and exam anxiety scales were conducted as post-tests to the experimental and control groups. In addition, the views of randomly selected students from the experimental group on Kahoot! application was examined. The results revealed that Kahoot! significantly increased the attitude towards the EFL course with a 0.22 effect size. Kahoot! increased EFL learning motivation and decreased exam anxiety, but this was not significant. Finally, it was revealed that the students thought Kahoot! as funny.

show abstract

Section: Introductionmentioning

confidence: 99%

“…Many studies have revealed that Kahoot! has a positive effect on motivation (Al-Hadithy & Ali, 2018;Gündüz & Akkoyunlu, 2020;El-tahir et al, 2021;Purba et al, 2019). It is thought that Kahoot!…”

mentioning

confidence: 99%

Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL

Öden

Bolat

Göksu

2021

Journal of Computer and Education Research

View full text Add to dashboard Cite

show abstract

“…They find learning to be more fun and interesting. This is under research conducted by (Yuruk, 2019: Gündüz & Akkoyunlu, 2020Marsa et al, 2021), which states the use of Kahoot! Games make the learning environment more fun.…”

Section: Students' Perception 0n Learning Reading Comprehension On Descriptive Text Using Kahoot! Gamementioning

confidence: 99%

Students' Perceptions in Using the Kahoot! Game on Reading Comprehension Learning

Rochimah

Muslim

2021

AIJP

View full text Add to dashboard Cite

Reading comprehension is an activity to build people's understanding through texts by combining information obtained through texts with their knowledge and experience. Students face problems in reading comprehension, such as difficulty answering questions related to descriptive text, not being able to read the entire text, and confusing new vocabulary. This study aimed to determine how students perceive and improve reading comprehension after using Kahoot! Games as learning media for reading comprehension on description text at State Junior High School in Cilacap. This study uses an experimental sequential mix method with a qualitative descriptive method as the first order followed by a pre-experimental method using a one-group pretest-posttest design. Based on the results of the study, it was found that students' perceptions of using Kahoot! Games tend to be positive, students find learning fun, increase focus and caution, eliminate boredom, and motivate students to read the entire text. Furthermore, there was an increase in students' reading ability as indicated by the paired-sample t-test results where the sig value. the count obtained was 0.002 0.05, and the count obtained was 6.837 table 2.776. Supported by an 18% increase in the average student training results from 66.4 to 81.

show abstract

“…One of the most widely used CRS is Kahoot [20,36], an application to assess the extent to which content is already dominated by students. It is a free online tool that allows the implementation of quick questionnaires to assess the knowledge of students in real-time.…”

Section: Introductionmentioning

confidence: 99%

Implications of using classroom response systems (CRS) on learning performance: An experience of learning analytics

García-López

García-Cabot

2022

Comp Applic In Engineering

View full text Add to dashboard Cite

The increasing use of technology among new generations of students provides a unique opportunity to take advantage of its multiple benefits in the academic environment. For example, mobile devices can be used in the learning process to improve academic results on learners' engagement or to decrease the dropout rate among students. This study seeks to analyze the impact that the implementation of a Classroom Response System (CRS) such as Kahoot could have on the development of a university subject in the Computer Science Degree and Computer Engineering Degree. More specifically, the research is conducted in the subject of "Advanced Programming" and performs three main studies by comparing the results in five different assessment items in two different academic courses (control and experimental): The first one seeks to determine the impact that a CRS produces on academic performance, the second one analyzes the impact of a CRS on the dropout rate of students and finally, the third study analyzes the impact of a CRS according to whether the student is a first-time student or a repeater one. The results show that using CRS improves academic performance in almost all cases, except for the most demanding exam. This also applies to first-time enrolled students. However, for repeat students, in addition to this, their academic performance could not be either demonstrated in the laboratory part. Finally, in all cases (general, first-time, and repeaters) the dropout rate was decreased (i.e., improved) only in the last exam.

show abstract

The Gamification Tool For The Classroom Response Systems: Kahoot

Cited by 12 publications

References 6 publications

Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL

Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL

Students' Perceptions in Using the Kahoot! Game on Reading Comprehension Learning

Implications of using classroom response systems (CRS) on learning performance: An experience of learning analytics

Contact Info

Product

Resources

About