Abstract
PurposeKahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.Design/methodology/approachSections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.FindingsKahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.Practical implicationsTo foster student engagement, instructors should consider incorporating game-based learning in their courses.Originality/valueThis study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.
Highlights
Game-based learning has long been considered a best practice in education
Overall based on previous literature of both Kahoot! in general and other game-based learning, the aim of the current study was to assess the effectiveness of Kahoot! in an undergraduate child development course within a psychology department
The results of the regression indicated that the model with Kahoot! scores as a predictor variable explained 31.3% of the variance, and that the model was a significant predictor of exam 1 performance, F(1,97) 5 44.28, p < 0.001
Summary
Game-based learning has long been considered a best practice in education. Among the benefits, research indicates that gamification in the classroom increases student participation, attentiveness, motivation and satisfaction (i.e. Koile and Singer, 2006; Zarzycka-Piskorz, 2016; Stachowski and Hamilton, 2019; Wang et al, 2019). The use of games in the classroom is not new, with advances in technology, the various digital learning platforms continue to expand and the degree of interaction and feedback to the student vary with each gaming option. In today’s classrooms, game-based student response systems are more likely to incorporate graphics, audio and the use of scores to create competition (both within and between students) versus other basic student response systems that are potentially less engaging (Wang and Lieberoth, 2016). Students have shown positive responses to games that allow them to receive immediate feedback on their work as well as actively engage in lecture topics with their instructor and peers. Regardless of the format, the pedagogical end-goal of any game-based learning system is to maximize student learning. As more gaming options are created, their individual effectiveness needs to be both explored and quantified
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