The wear out effect of a game-based student response system

Abstract

The Bring Your Own Device (BYOD) wave and advancement in technical infrastructures and in learning technology opens for new ways of teaching in the classroom. The teachers' laptops connected to a video projector, access to wireless network and the students smartphones, tablets or laptops can be utilized to enhance the interaction between the teacher and students, as well as boost the students motivation, engagement and learning. The introduction of new learning technology in the classroom normally results in immediate enthusiasm and excitement both from the teacher and the students. However, the immediate positive effects might fade when the new learning technology has become familiar to the teacher and the students. This paper shows the results from investigating the wear off effect of using the game-based student response system Kahoot! in classroom teaching. More specifically, it compares the results from students using Kahoot! for the first time in a single motivational lecture vs. using Kahoot! in every lecture in a class for five months. The quasi-experiment focuses on how the students' perception changes in relation to user-friendliness, engagement, motivation, classroom dynamics, concentration, and perceived learning. The results show a slight reduction in the students motivation and engagement, but the only statistically significant wear out effect found was related to classroom dynamics. At large, the game-based student response system managed to boost students engagement, motivation and learning after using it repeatedly for five months. The core factor found to keep the students attention after heavy repeated usage was found to be the competitive nature of Kahoot!.

Oyunlaştırılmış Çevrimiçi Sınıf Yanıtlama Sisteminin Akademik Başarıya Etkisi ve Sisteme Yönelik Görüşler

“…Alanyazında, Kahoot'un oluşturduğu yarışmacı, bağlayıcı, eğlenceli ortamın öğrenmeye teşvik eden eğlenceli ve yarışmacı bir ortam sunarak öğrencilerin heyecanla sınıfa gelmelerini sağladığı (Dellos, 2015), sınıf içinde oyun ve eğlence unsurlarına vurgu yaparak öğrencilerin interaktif şekilde derse katılımını sağladığı (Underdal ve Sunde, 2014) ve tekrar tekrar kullanılmasına rağmen öğrencilerin derse bağımlılığını yüksek düzeyde tuttuğu (Wang, 2015), odaklanma, bağlanma, eğlenme, motivasyon ve memnuniyet üzerinde Kahoot'un olumlu etkileri olduğu (Chaiyo ve Nokham, 2017), görülmüştür. Yapılan çalışmada elde edilen sonuçlara göre Kahoot ile desteklenen öğrenme ortamı; rekabetçi, eğlenceli ve güdüleyici olması yönüyle alanyazındaki sonuçlarla benzerlik göstermektedir.…”

“…Kahoot is an online application that plays an important role in the gamified assessment programs and can contribute to the success of the students at different learning levels (Underdal and Sunde, 2014). Wang (2015) found that students quizzed with Kahoot learned 22% more and motivated 25% more than those who quizzed on paper. Iwamoto, Hargis, Taitano, Vuong (2017) indicated that in examinations involving the future of students, pedagogical tools such as the Kahoot could be used at college and university level to improve the test results.…”

eQuest: Um Sistema de Resposta para Estudantes Gamificado

“…Segundo Huotari e Hamari (2012), gamificação também pode ser definida como o melhoramento de tarefas para que as mesmas se tornem mais motivadoras, por meio do uso de elementos de design de jogos. Com base nesta ideia, Wang (2015) desenvolveu o conceito de GSRS (Game-Based Student Response Systems), que se trata de um tipo de SRS baseado em gamificação (gamificado). A partir do conceito de GSRS, Wang (2015) criou o Kahoot!…”

The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

“…Players´ attention in game-based learning has been found to be correlated to learning effects [43]. In a study conducted by Wang [44] using Kahoot! students reported that they got more engaged in the lecture "when it was spiced up with something fun and exciting that made it possible to keep or re-establish the attention" [44, p. 224].…”