Kahoot!’s contribution to immediate learning feedback for anatomy students

Abstract

Kahoot! is a popular game-based learning platform. This study aims to investigate whether there is a relationship between Kahoot! score and student’s grade in the traditional examination (GTE), and to understand their perception about the use of this platform. A cross-sectional study was developed in the Human Anatomy course, which is divided into 5 topics of systemic anatomy (TSA). 5-question quizzes about the taught subject were given at the end of 66.7% of the lectures. 53 students who participated in at least one of the quizzes were included. In each TSA, students were subjected to a traditional examination (GTE, scale 0-10) and the mean of Kahoot! scores (MKS, scale 0-6000) was calculated, totalizing 190 independent observations. An opinion questionnaire was given at the course’s end. Spearman’s test analyzed the correlation between MKS and GTE; area under the ROC curve (AUC) evaluated MKS’s ability to predict GTE; chi-square test verified the association between the categorical variables. There was a positive moderate correlation between MKS and GTE (rho=0.43, p<0.001). MKS performed regularly to predict GTE≥9 (AUC=0.734). 67.8% of the students in the MKS≥3000 group obtained GTE≥9, versus only 28.0% in the MKS<3000 group (p<0.001). Amongst the <20-year-old students, 83.3% agreed that Kahoot! was important to motivate them as they studied, versus 52.4% in the ≥20-year-old group (p=0.041). Kahoot!’s score can provide immediate feedback about the student’s learning process, and it serves as a parameter to predict their final performance. The motivation to use Kahoot! can be influenced by the students’ age.