Abstract
This study investigated the effectiveness of using the Kahoot! game in developing the cognitive achievement and direction of students of pharmacy at Alasmarya Islamic University, Libya. The study design is based on action research. Kahoot! was implemented once at the end of each of three units. The study sample consisted of 30 female students from the first year of university at the Pharmacy Science College in Libya. The students were selected randomly, and studied using Kahoot! technology. For the quantitative part of the study, data were collected through a 20-item questionnaire on 20 participants and 15 participants to gather information on students’ perceptions about this application by the interview. Results indicate that the students were able to engage actively in the chemistry lessons and learned the unit on molecular weights effectively, leading them to enjoy basic chemistry, and the surveys allow for anonymous classroom participation, which further engages all students. The results hold implications for the development of more efficient, effective in educational process.
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