Game-based Student Response System Research Articles

Throtel, throttel, trottel or trotel. Engineering Undergraduates’ Perception of the Use of Kahoot! to Review Course Content

Education has undergone a fundamental change driven by technological advances, significantly altering the way teaching and learning is conceptualized in the classroom. Currently the variety of learning and teaching platforms is extensive and in general, these have been very well received by language teachers. The use of these platforms is often driven by teachers’ eagerness to keep students motivated, engaged, and focused throughout a class. This exploratory study investigates engineering undergraduates’ perceptions of integrating Kahoot! (a Game-based Student Response System (GSRS)) to review technological vocabulary and grammar before their unit tests. Students’ perceptions were assessed using quantitative and qualitative methods throughout one semester. The findings indicated that students found the use of Kahoot! to be beneficial in relation to: (1) improving technological vocabulary in English (2) review more complex grammatical structures; (3) enjoy a more relaxed classroom environment. Finally, the present article presents some implications that may be useful to language lecturers.

Students’ Perception on Utilizing Kahoot! as a Game-Based Student Response System for EFL Students

The utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.

Kahoot! in the classroom: Examining the impact of a game-based student response system on pre-service teachers’ academic achievement and perceptions

ABSTRACT Kahoot!, a game-based student response system, is increasingly being incorporated into classrooms to maintain student engagement, improve classroom dynamics, and enhance learning outcomes. However, empirical studies exploring how using Kahoot! affects university students’ learning, particularly in China, are scant. This exploratory, one-group, mixed-methods study investigates the effects of Kahoot! usage on pre-service teachers’ academic achievement and perceptions within a Modern Educational Technology course in China. The results reveal that integrating Kahoot! into the course appears to positively impact students’ test scores. Pre-service teachers maintain positive perceptions of using the tool in terms of its perceived learning effect, expected outcome, entertainment, engagement, and competition. Furthermore, the majority of pre-service teachers would like to use Kahoot! for future learning and teaching. The study underscores the potential of Kahoot! to improve pre-service teachers’ learning outcomes, providing implications and recommendations for future practice and research.

A Case Study on a Hedonic-Motivation System Adoption Model in a Game-Based Student Response System

With the advancement of technology, different approaches to make teachers’ tasks more interactive and improve teacher teaching methodologies are becoming more and more common. Additionally, students must feel motivated and positively interact with these new methodologies. To understand these new initiatives, this paper aims to identify the adoption model of a game-focused student response system. To do so, the theoretical framework of the hedonic-motivation system adoption model was applied to Kahoot! which turns the classroom into a game show. For this purpose, a survey was designed, supported by a questionnaire administered to 214 students, applying a non-probabilistic convenience sampling to the students who decided to be evaluated by this method, together with the classic paper tests and the electronic tests on an e-learning platform. The results showed that the application of the hedonic motivation system adoption model is adequate for the adoption of a game-based student response system tool, and all relationships were significant except those related to the Temporal Dissociation variable. The results of this research can help the education sector to have a better acceptance of these kinds of tools in the classroom, and a better understanding of their functionalities. In general, the results of the present study contributed to the literature by identifying the important role of a game-based student response system tool in education.

English language learning in response to the COVID-19 pandemic: Hong Kong English as a Second Language students’ perceptions of Badaboom!

In the midst of COVID-19 pandemic, many university courses delivered in English are conducted entirely online. However, if we continue using traditional teaching strategies and the same set of teaching materials, it would be extremely difficult for students, regardless of age, to focus in a 2- or 3-h synchronous online class. As such, many researchers and educators are exploring different ways to engage students in today’s digitally connected world. This article explores how English as a Second Language (ESL) undergraduate students come up with emergency remote learning at The Hong Kong Polytechnic University during the COVID-19 pandemic. Using exploratory research design, one hundred university students from five English for Academic Purpose (EAP) classes who experienced blended learning using Badaboom!, a Game-based Student Response System (GSRS), for one semester were recruited to participate in the research. 30 students were interviewed to collect the data. The interview aimed to detail their responses so their strategies can be mapped clearly. The data reveal that the tertiary-level learners of this study feel that game-based classroom response system is useful for assisting them in overcoming ESL academic writing difficulties. The study reflects that, most students favour the interactivity and engagement afforded by Badaboom! due to the strong instructor-student and student-student interaction as well as students’ increased engagement.

Kahoot! App: An Interactive Tool to Enhance the English Participation of Grade 7 Students

This study is aimed at improving the participation of 30 Grade 7 students during the Academic Year 2021-2022 through the Kahoot! App. Kahoot! is a game-based student-response system that focuses on engaging the students in the classroom. Through class observations and interviews, it was found that students were rarely volunteering to answer questions and contribute to the discussion because of the traditional tools used by the teacher. To further validate the researchers’ observations, the respondents were given a pre-survey checklist as well as a post- post-survey checklist. This was to determine their extent of participation before and after the employment of the intervention. Results showed that the mean score of the respondents in their pre-survey was 1.79 or Strongly Disagree, while in their post-survey, it was 4.41 or Strongly Agree which means that there was a mean difference of 2.63. Also, the t-value of -37.51 means that the pre-survey checklist obtained a lower result than the post-survey checklist. This is attributed to the fact that the students favored and preferred Kahoot! App than Google Form. In addition, the p-value of 0.000 is less than the .01 level of significance which further validates that there is a significant difference of the pre-survey and the post-survey. This implies that the intervention of this research proved to improve the participation of the students in English. Thus, the intervention of this study is highly recommended for teachers to use in facilitating assessment activities in online setting because of the its engaging features like colorful backgrounds, pictures, interesting graphics, and immediate feedback, which motivate the students to participate.

The impact of game-based student response system on students’ learning outcomes in narrative writing

This paper is based on research aiming to explore and evaluate the effectiveness of a game-based student response system platform, Kahoot, for teaching narrative writing. By using one group pre-test and post-test design, this quantitative research invited the eleventh-grade students of a senior high school in the academic year of 2021/2022, to actively participate in the project. In this case, the researchers administered a pre-test and post-test for measuring the significant difference in students’ scores, before and after the implementation of Kahoot. Based on the paired sample t-test result, the p-value is 0,000. In addition to that, the t-coefficient is greater than the t-table value, which is 18.436 > 1.690. It means that the difference between students’ skills in writing a narrative text before and after the use of Kahoot, is statistically significant. Specifically, Kahoot could enhance students’ writing in terms of organization, ideas development, grammar, mechanics, and writing style. Since the p-value is less than the significant level or 0,000 < 0,05, and the t-coefficient (18.436) is greater than the t-table (1.690), it can be safely concluded that Kahoot could significantly improve students’ writing skills, specifically in writing a narrative text.

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

Using Kahoot! to Gamify Learning in the Language Classroom

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

Incorporation of a game-based approach into the EFL online classrooms: students' perceptions

ABSTRACT This study functioned as a digital literacy technique that aided in raising students' motivation and classroom dynamics in reviewing writing structure, terminologies, and related knowledge. This study investigated the effects of integrating questioning strategies with the game-based student response system (GSRS), Kahoot!, into English literature courses. Specifically, this study explored students' perception of Kahoot! on raising engagement and classroom dynamics while reviewing writing structure, terminologies, and knowledge in the EFL online classrooms. This research is based on the premise of intrinsic motivation and game flow. A total of 276 undergraduate learners were observed in the study, including 233 (154 female and 79 male) surveyed from two English language classrooms. Data that emerged within the EFL context shed light on how and when Kahoot! positively influences students' learning experiences, including boosting students' enthusiasm, encouraging inquisitiveness and contribution in identifying knowledge gaps, and understanding the subject matter. The study utilized a t-test and one-way ANOVA, which revealed that students have positive attitudes toward a game-based approach in English learning, suggesting that educational competitions in the classroom reduce interferences and cultivate the quality of teaching and learning beyond what is offered in traditional classrooms.

Learning with KAHOOT! as Advantageous Learning Experience in EFL Classroom

Kahoot! as a game-based student response system has been widely used for new virtual learning experiences. On the other hand, the impacts of Kahoot! in learning EFL for university students have not been investigated yet. The objective of this study is to describe students’ perceptions towards the use of Kahoot! in learning EFL and explore students’ learning virtual experience by using Kahoot!. The research method used is qualitative method with data collection technique by using observation techniques and documentation techniques. Interviews were done to collect students’ perceptions. Furthermore, the benefits of using Kahoot! and the description of activities in Kahoot! have been observed. The result of the analysis revealed that students have a positive learning experience toward Kahoot!. As a result, Kahoot! can be used as an additional learning application for reviewing the materials and motivating students to learn English.

EDUCATIONAL EFFICIENCY AND STUDENTS’ INVOLVEMENT OF TEACHING APPROACH BASED ON GAME-BASED STUDENT RESPONSE SYSTEM

Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students’ involvement have not been examined. Therefore, this research’s main aim was to determine the educational efficiency and students’ involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students’ involvement were calculated based on students’ achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students’ involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students’ engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students’ performance. Therefore, GSRS approach should be used often in the classroom. Keywords: educational efficiency, students’ involvement, GSRS, scientific reasoning, teaching physics

A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration

Initially developed in 2012, Kahoot! is a game-based student response system aiming to transform the class into a game show. However, some people have doubts about effectiveness of Kahoot! as an educational game. Therefore, based on past studies, this study explored the influence of Kahoot! on learning outcomes and collaboration including curricular interaction and extracurricular collaboration. The results of this study showed that Kahoot, if appropriately used, could improve learning outcomes. At the same time, Boller’s summaries about educational games could not fully define what were needed in the games designed for learning to some extent. It was also concluded that Kahoot! could enhance curricular interaction between students and teachers as well as extracurricular collaboration between or among students. Kahoot! has a bright prospect in both regular and flipped classes, while there are still challenges of Kahoot! use. Lastly, suggestions for future research limitations of this study were discussed as well.

The Effect of Game-Based Student Response System(GSRS) on Nursing Education : Focusing on Learning Engagement

The Effect of Game-Based Student Response System(GSRS) on Nursing Education : Focusing on Learning Engagement

Exploring EFL learners’ perspectives on using Kahoot as a game-based student response system

ABSTRACT Student response systems (SRS) have been used to provide teachers with immediate feedback on learners’ performance to understand their weaknesses and strengths. This exploratory study is aimed at focusing on both distractive and facilitative aspects of using SRS in English as a foreign language (EFL) classes to assess learners’ understanding of grammar lessons. Eighty university students majored in English language and literature attended a grammar course accompanied by Kahoot, a free online game-based application as an SRS. Students’ perspectives about positive and negative aspects of the application were explored prior and subsequent to its implementation through open-ended surveys and interviews. In addition, their classes were observed for more in-depth information. The results revealed that despite its positive features, most of the students were not willing to take part in this game-based application. They mentioned the Internet connection problems, the high pace of the game, its competitive nature and the lack of detailed explanation after the game as the main reasons for their unwillingness toward using this application in the classroom, which made most of the learners demotivated and distracted. The implications for teachers are also discussed.

The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective

ABSTRACT In recent years, the use of Student Response System (SRS) technology in higher education settings has gained popularity as research demonstrates its effectiveness in achieving desired outcomes, especially when paired with peer interaction. This article explores students’ perceptions of integrating the Game-based Student Response System (GSRS) Kahoot! in two Spanish flipped classrooms, supported by the Peer Instruction (PI) technique, at a university in Singapore. Adopting an action research approach, quantitative and qualitative data from 32 undergraduates were gathered through a questionnaire. The findings revealed that students perceived the use of Kahoot! to be beneficial in terms of: (1) increasing engagement and motivation to learn; (2) improving the understanding of concepts; and (3) contributing to a positive learning environment. Moreover, students found that PI, in particular, contributed to deepening their grammatical and pragmatic knowledge of Spanish. Implications that may be useful to language teachers are also presented.

Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies

This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.

Game-Based Student Response System: The Effectiveness of Kahoot! on Junior and Senior Information Science Students’ Learning

Aim/Purpose: We aimed to investigate the circumstances under which Kahoot! (a Game-based Student Response System (GSRS)) increases junior and senior Information Science university students’ learning and knowledge retention beyond that of traditional teaching methods. We also explored whether the positive learning impacts of Kahoot! vary as a function of student subject knowledge (i.e., junior vs senior students). Background: The effectiveness of game-based student response systems (GSRSs) as learning tools in the classroom remains unclear, given inconsistent findings across educational research. Kahoot! enhances secondary and tertiary students’ attention and motivation during class, but its effectiveness on learning and retention of course knowledge may vary depending on situational and individual factors. In New Zealand universities, students spend three years studying towards a Bachelor’s degree, majoring in subject(s) of their choice. By the end of their third year of study, students are eligible to graduate with a sound knowledge of their chosen major. Thus, first-year students (referred to as “junior students”) and third-year students (“senior students”) may differ in terms of their learning styles and their ability and willingness to integrate Kahoot! use into their course work and revision. It is hypothesised that differences in subject knowledge between junior versus senior students will influence the perceived effectiveness of Kahoot!. Methodology: Thirteen first-year (junior) and fourteen third-year (senior) Information Science students (total n = 27), who used Kahoot! in seven lectures (for 30 minutes per lecture) were interviewed about their perception of Kahoot!’s effectiveness. We conducted a mixed-methods case study of students’ interview transcripts, demographic records and student scores, where thematic (content) analysis was used to analyse interview responses. Then, we quantified themes for a one-way ANCOVA, with student subject knowledge predicting Kahoot!’s effectiveness, when controlling for students’ duration of tertiary study and study habits (i.e., hours dedicated to course work per week) as potential confounders. Contribution: This study addresses the conflict in existing literature around whether GSRSs improve student learning beyond traditional teaching methods. To our knowledge, this is the first study that shows GSRSs (namely Kahoot!) use improves, or at least, supplements tertiary students’ learning and knowledge retention of lecture content. This study also reveals how student characteristics (i.e., accumulated tertiary experience) and their subject knowledge influence the effectiveness of Kahoot! as a learning tool. Findings: Kahoot!’s use increased students’ learning and knowledge retention, among other positive impacts (e.g., attention and engagement). However, the perceived learning impact of Kahoot! was greater for senior students. Senior students found Kahoot! more useful for learning new knowledge and revising previously acquired knowledge. On the other hand, while junior students also experienced positive learning impacts using Kahoot!, they reported concerns regarding limited and shallow content coverage, and the time-consuming and distracting nature of the platform. Recommendations for Practitioners: Educators should take care to ensure GSRSs are appropriately implemented to support rather than replace traditional teaching methods (e.g., “chalk and talk” style presentations, PowerPoint use). In addition, lecturers using GSRSs should clearly inform students about the examinable content and their expectations for performance in formal assessments. Recommendation for Researchers: The positive impact of Kahoot! use on students’ learning and knowledge retention may be due to stronger interactions and engagement during class. Researchers should more closely explore how student-lecturer interactions and in-depth discussions following GSRS use influence learning. Thus, there is a need to re-evaluate Malone’s (1980) intrinsic motivation theory in relation to the “interactive” or “enjoyability” components experienced during Kahoot! use. Impact on Society: The positive impacts of Kahoot! use on student learning vary for junior and senior students. However, our findings indicate that both cohorts of students benefit from 15-minute Kahoot! sessions at the end of a lecture or course unit, allowing them to test their knowledge and revise* previously taught material. Kahoot! provides a comfortable platform that allows students to ask and answer questions without embarrassment. More experienced students can also evaluate their learning by creating their own Kahoot! quizzes and providing feedback to the lecturers. Overall, Kahoot! use could have a positive impact on teaching and learning globally. Future Research: Beyond the recommendation for researchers above, future research should explore how differences in lecturers’ teaching styles and students’ self-regulation of learning impact Kahoot!’s effectiveness as a learning tool.

Game-based student response system: Revisiting its potentials and criticalities in large-size classes

Instructor–student interaction and regular feedback are seen as teaching strategies designed to support effective learning. These days, there is increasing reliance on technology to support this in the classroom; one such technology is a student response system or its more recent development of this, that is, a game-based one. This study investigates the potential of using game-based student response systems for formative assessment through the analysis of learning outcomes and students’ perceptions of the gamified experience in terms of engagement and pleasantness. A quasi-experiment was conducted within an undergraduate course on educational technologies, involving about 400 students. Learning improvements were measured through a pre- and posttest, and students’ perceptions were elicited through a questionnaire. Data analysis showed a high level of student satisfaction and an overall improvement of learning outcomes due to the use of game-based student response systems. However, differences in terms of effectiveness were found according to the nature of the topics dealt with in the course, that is, whether or not they were used in the development of theoretical knowledge rather than the use of that knowledge in a more practical context.

Students\u2019 perception of Kahoot!\u2019s influence on teaching and learning

Technology is being increasingly integrated into teaching environments in view of enhancing students’ engagement and motivation. In particular, game-based student response systems have been found to foster students’ engagement, enhance classroom dynamics and improve overall students’ learning experience. This article presents outcomes of research that examined students’ experience using a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. We conducted semi-structured interviews with students to learn about the extent to which Kahoot! influence classroom dynamics, motivation and students’ learning process. Key findings revealed that Kahoot! enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. Our findings also suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students’ enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies.