Student Motivation Research Articles

Improving Programming Skills: The Impact of Interactive E-Learning Tools on Student Success

This study examines the impact of e-learning platforms on programming education at Al-Baha University, focusing on student motivations, perceptions, and academic performance. A quantitative approach was employed with 100 diploma-level IT students, divided into an Experimental Group that utilized e-learning resources and a Non-experimental Group that followed traditional teaching methods. Pre- and post-experiment questionnaires evaluated attitudes, preferences, and programming proficiency. Results revealed a significant enhancement in the Experimental Group's perceptions of e-learning, with a 20-point increase in programming test scores compared to an 8-point increase in the Non-experimental Group (p < 0.05). Correlation analysis demonstrated a positive relationship (0.5460, p = 0.0000000013) between e-learning usage and academic performance, indicating that active engagement substantially improves outcomes. These findings align with Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), emphasizing how autonomy and perceived value contribute to intrinsic motivation and academic success. This research underscores the effectiveness of e-learning in fostering student engagement and programming proficiency, advocating for the integration of digital resources into educational curricula. By identifying key factors that influence e-learning adoption, this study offers valuable insights for optimizing digital learning environments. In the final analysis, it contributes to a deeper understanding of e-learning's role in programming education and highlights areas for future research to address challenges in its implementation.

ПЕДАГОГИКАЛЫҚ ПӘНДЕРДІ ОҚЫТУ ПРОЦЕСІНДЕ СТУДЕНТТЕРДІҢ ТАНЫМДЫҚ ІС-ӘРЕКЕТІН БЕЛСЕНДІРУ ӘДІСТЕРІ

This article is devoted to the study of the problem of increasing the cognitive activity of students in the process of teaching pedagogical disciplines. Activation of cognitive activity is considered as an actively managed process aimed at providing deep and solid knowledge of all students by strengthening the motivation of learning activities. The article discusses active and interactive teaching methods used by teachers in the educational process, these are: case-method (case study, discussion methods (debates), problem-based teaching method, heuristic teaching method, round table method, brainstorming method, didactic games (business, role-playing, blitz games). A number of distinctive features of active learning are noted, such as: forced activation of thinking, rather long-term participation of students in the educational process, independent creative development of solutions, increasing the degree of motivation and emotionality of students, constant interaction of students and teachers through direct and feedback.

Medical students’ knowledge, attitudes, and motivation towards antimicrobial resistance efforts in Eastern Uganda

Introduction Learning beyond the classroom is important for holistic engagement in antimicrobial resistance(AMR) mitigation. Extracurricular interventions can catalyze multidisciplinary engagement and inspire innovative solutions. This study aimed to determine the knowledge, attitudes, and motivations influencing medical students’ engagement in AMR Club initiatives at Busitema University, Uganda. Methodology This was a descriptive cross-sectional study conducted at Busitema University among undergraduate students pursuing Bachelors of Medicine and Surgery, Bachelor of Science in Nursing, and Bachelor of Science in Anesthesia and Critical care. Data collection was performed using a semi-structured, pre-tested questionnaire and administered to the participants The Bloom’s cut-off method was used to analyse the knowledge of the participants, while bivariate analysis was conducted using the chi square test. Multivariable logistic regression analysis was used to identify factors independently associated with students’ engagement in AMR club activities. Results Of the 193 study participants, 71.5%(n) demonstrated sufficient knowledge about antimicrobial resistance (AMR), as determined using Bloom’s cutoff categories (≥60% classified as sufficient, <60% as insufficient), with an average knowledge score of 68.18% (SD ±16.12). Additionally, 90% of participants acknowledged the significance of incorporating AMR topics into their curriculum, while 87.5% emphasized the need for AMR training using a One Health approach. The major motivations for students to engage in extracurricular activities addressing AMR were peer influence (n = 42), university support (n = 35), and inspiration drawn from peer mentors’ work (n = 35). Conclusion The students demonstrated a high level of knowledge and positive attitudes towards AMR but highlighted the need for further in-depth training. Participation in extra-curricular activities such as involvement in an AMR Club, was found to significantly influence students’ engagement in AMR related interventions.

Taking into account students' psychotypes and using their neuropsychological maps when implementing digital educational technologies within the Metaverse

The aim of the study is to examine the influence of students' psychotypes on their learning using digital educational technologies within the Metaverse. In the course of the longitudinal experimental study, the results of the initial testing of 79 students during their undergraduate studies and the re-testing of 75 of these students during their graduate studies were compared. To determine the students' psychotype, the Questionnaire of Character Accentuations, the Methodology for Determining the Dominant Hemisphere of the Brain and the Type of Interhemispheric Asymmetry, the Methodology for Diagnosing the Volitional Potential of an Individual, the Individual-Typological Questionnaire, and the Methodology for Determining the Structure of Temperament were used. The results of the psychodiagnostic testing were compared with the data of electroencephalography (EEG) neuroimaging. The following statistical methods were used to analyze the research results: Student's t-test, ANOVA analysis of variance, and Pearson's correlation coefficient. As a result of studying the features of the neuropsychophysiological profile of students, a persistent predominance of such character traits as anxiety, excitability, cyclothymia, and emotional sensitivity was revealed. A relationship was demonstrated between students' personality psychotypes, their neuropsychological profiles, and the success of their learning outcomes. It was revealed that learning using digital online technologies in the context of the Metaverse has a positive effect on the development of the mobility of neural processes, and cognitive and psychophysiological mechanisms, increases the involvement and motivation of students to acquire new knowledge, helps to normalize the balance between the psychophysiological processes of excitation and inhibition, activates the areas of the cerebral cortex responsible for will, emotions, self-awareness, motivation and communication, contributes to the development of communicative competence, critical thinking and creative potential of the student's personality. The scientific contribution of the authors is to confirm the relationship between the students' psychotype, the dominant activity of the brain lobes, and the level of academic success, which substantiates the positive significance of individualization of learning based on the introduction of virtual and augmented reality technologies into the educational process in higher education institutions. The results of the study can be used to optimize and increase the efficiency of the educational process through the implementation of Metaverse technologies. The study of the influence of gender and age-related psychophysiological characteristics of an individual on his or her learning ability in the context of andragogy is considered a promising direction of research.

The role of teachers’ beliefs and professional development in students’ mathematics motivation in primary education

Motivation plays a crucial role in mathematical competence, with motivated students tending to perform better than those who lack motivation. Given that teachers can play a significant role in fostering student motivation, the aim of this study was to investigate teachers’ influence on students’ motivation to learn mathematics. Alongside the teacher’s influence, we also aim to explore the impact of individual factors on students’ motivation. This study examines the effects of both individual and teacher-related factors on fostering students’ mathematics motivation, at both the student and the classroom levels. We use multilevel modelling for analysis. Student level contains individual factors: grade level, gender, and mathematics achievement. Classroom level contains teacher-related factors: teacher beliefs and professional development. Motivation was addressed through five dimensions: intrinsic value, utility value, attainment value, relative cost and perceived competence. The data is part of the international longitudinal study, MathMot, which examines primary school students’ mathematics motivation across six European countries. The data of the present study consists of Finnish students from 3rd (n = 760) and 4th grade (n = 747) and their teachers (N = 95). According to the results, student motivation is most significantly impacted by mathematical achievement at the individual level, and by teachers’ in-service training and beliefs about teaching and learning mathematics at the classroom level. Establishing a direct connection between teacher self-efficacy and student motivation is challenging because it affects motivation indirectly, for example, through teaching methods. Additionally, the role of the teacher in fostering motivation is relatively small and unstable in the early years.

The role of IELTS teacher’s metapathy in IELTS candidates’ overall band score, language learning orientation, and active/passive motivation

Abstract This study examines the impact of teacher metapathy, or teachers’ capacity to comprehend and sympathize with students’ emotional and cognitive requirements, on the academic outcomes of IELTS applicants, such as total band scores, motivation, and language learning orientation. Ten IELTS teachers from five language training centers and 100 IELTS candidates participated in the mixed methods design. Standardized surveys and official IELTS scores were used to collect quantitative data, and semi-structured interviews were used to acquire qualitative data. The associations between teacher metapathy, student motivation (passive vs. active), learning orientation (integrative vs. instrumental), and band scores were examined using logistic regression, Pearson correlation, chi-square tests, and structural equation modeling (SEM). Thematic analysis was used to explore participants’ perceptions of metapathy in the classroom. Results revealed a significant positive correlation between teacher metapathy and students’ overall IELTS band scores. High levels of teacher metapathy were associated with increased active motivation and integrative learning orientation among students. Additionally, the frequency of teacher-student interaction was found to mediate the relationship between teacher metapathy and students’ motivation levels. Qualitative findings reinforced these results, highlighting the importance of emotional and instructional support in promoting student engagement and success.

Motivational Climate, Satisfaction, and Intrinsic Motivation in University Students After the Application of a Gamified Intervention Using Traditional Sports Games

Abstract Gamified learning environments are widely used within the educational context in the subject of Physical Education. The aim of this study was to analyze the perception of the motivational climate, satisfaction, and intrinsic motivation of university students in practical classes according to gender and the type of methodology used. A total of 76 university students aged 20.58±1.69 participated in twelve two-hour practical sessions. The sessions were developed through traditional sport games, which were divided according to the type of methodology used: traditional (TRA, n=6) and gamified (GAM, n=6). Afterwards, to detect the differences in mean scores obtained for each of the methodologies used, the following tests, if needed, were performed: a non-parametric Friedman’s test with a post-hoc Wilcoxon test for pair-wise comparisons, or a two-factor repeated measures with a post-hoc Bonferroni test. Additionally, a Receiver Operating Characteristic curve analysis was performed to determine the cut-off point of the variables studied as a function of the classification of the study participants according to gender. The results showed differences in the perception of motivational climate according to gender in the traditional instructional approach. More specifically, the score for the dimension task climate was higher (M=4.21±0.58) than that recorded for the female students (M=4.57±0.45). In addition, for intrinsic motivation, the male students showed differences between both methodologies, with a higher score in the gamified program in the dimensions competence (M=3.63±0.51) effort-importance (M=3.57±0.55) and tension-pressure (M=2.92±0.85). Finally, there were significant differences between the two methodologies for satisfaction scores with the classes by gender. In each and every dimension that showed significant differences, the scores obtained by the female students were higher than those recorded for the male group in both methodologies. The application of a gamified intervention emerges as a powerful tool that could increase the motivation and satisfaction of students, favoring the teaching-learning process.

Analisis Peran Keluarga Dalam Membentuk Karakter Tanggung Jawab Siswa SD Negeri 5 Ngulak

This research aims to identify the role of the family in forming responsible character education in grade IV students at SD Negeri 5 Ngulak. The research method used is descriptive qualitative. The population in this study was 24 parents of students at SD Negeri 5 Ngulak. The sample used in this study was 5 parents of students and 1 homeroom teacher from students at SD Negeri 5 Ngulak. Based on research results and discussion about the influence of the family's role in shaping students' responsible character. It was found that the family has an important role in forming and encouraging the formation of students' responsible character at school. The role of the family obtained in this research is as an educator, guide, facilitator and student motivation in guiding the implementation of students' obligations at school. Apart from the role of the teacher, the role of the homeroom teacher is also important in controlling the development of students' responsible character at school by giving assignments and as a reminder if students are not disciplined in carrying out the tasks given. The final finding in this research is that the family has a very important role in forming character. student responsibility both in terms of school discipline and in carrying out assignments.

Bridging the Gap between Differentiated Instruction and Second Language Acquisition among University Students

Second Language Acquisition (SLA) has drawn considerable attention from researchers and educators seeking effective strategies to enhance language learning. One such approach that has gained traction is differentiated instruction which may be effective in enhancing students' second language acquisition process. To address this, a qualitative case study was conducted to examine the impact of differentiated instruction on students' second language (L2) acquisition. The study involved 15 participants who had undergone an English-intensive program at the university level. Data were collected through online open-ended questionnaires designed to capture cognitive, affective, and conative impacts. The findings reveal that differentiated instruction aligned with students' interests and abilities significantly enhances students' understanding, motivation, and active learning behaviors in their second language acquisition process. However, the study also identified challenges, including difficulties with independent acquisition and intrinsic motivation barriers. Future research should explore the long-term impacts of this research and develop strategies to address the identified challenges, ensuring a broader impact on student second language acquisition.

Studi Review dalam Meningkatkan Hasil Belajar di Sekolah Dasar dalam Sebuah Penelitian Tindakan Kelas

This research aims to review the influence of Classroom Action Research (PTK) on student learning outcomes at elementary school (SD) level. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. From analysis of various sources, it was found that the implementation of CAR had a significant impact in improving student learning outcomes. This method allows teachers to identify learning problems, plan improvements, and evaluate the effectiveness of teaching strategies implemented on an ongoing basis. This study combines six literature studies with a Systematic Literature Review (SLR) approach to examine the influence of the Card Sort, Problem-Based Learning (PBL), Jigsaw, Course Review Horay, and Guided Discovery learning methods on achieving learning outcomes. The results of the analysis show that interactive and collaborative methods, such as Card Sort, Jigsaw, and PBL, are able to increase student participation, understanding, and learning motivation. Meanwhile, the influence of social media on learning outcomes emphasizes the important role of parents and teachers in guiding the use of social media to remain productive. Overall, active and collaborative learning methods and improvements to improve the quality of learning at the basic level.

Evolusi Pendidikan Klasik dan Modern Serta Kajian Terhadap Faktor-Faktor Pendidikan

The Educational theories are fundamental in developing effective teaching methods and strategies. They serve as a guide for educators to understand various aspects of the teaching-learning process, including student motivation, cognitive development, and social interactions. Key educational theories offer unique perspectives on how education should be conducted. Jean Piaget's theory of cognitive development emphasizes that children undergo four distinct stages of cognitive growth, each with unique characteristics and abilities. This theory significantly influences curriculum design and teaching methods appropriate for different cognitive levels. Albert Bandura's social learning theory highlights the importance of observation and imitation in learning. He argues that people learn many behaviors by observing others and the consequences of those behaviors, underscoring the role of social environments and peer interactions in education. Constructivism, popularized by Lev Vygotsky and Piaget, posits that learners actively construct their knowledge through interaction with their environment. This approach stresses the importance of hands-on experiences and contextual learning in developing student understanding. B.F. Skinner's behaviorism theory focuses on the role of reinforcement and punishment in shaping student behavior. According to this theory, behavior can be systematically shaped and controlled through positive and negative reinforcement. These theories, along with others such as humanism and cognitive theory, provide valuable frameworks for educators to design and implement effective teaching strategies. Understanding and applying various educational theories can create a better learning environment that supports students' holistic development.

The Role of a Digitised Learning System on Delivering Quality Education for Sustainable Development

The study aims at investigating the role of a digitised learning system on delivering quality education for sustainable development, focusing on AI expressions on e-learning processes. The study deploys a quantitative design method, with a questionnaire survey given to a sample of 1st, 2nd, 3rd, 4rd and 5th year student at the University of Johannesburg to assess their interaction with the e-learning interfaces of Blackboard. The study indicates digitised learning systems are making demands for institutional support to be paramount for the success of e-learning, and enhance student motivation, and repelling fears of digital systems adoption.

Student Motivation in the Classroom: Practical Techniques and Strategies

The main objective of this study is to find out the practical techniques and strategies for student motivation in the classroom. This study is based on literatures review and presented in descriptive way. This article discusses numerous motivational techniques and strategies aimed to improve student's learning. It is found that supporting student motivation in the classroom is a challenging yet essential task for teachers. Enhancing classroom motivation is vital for creating a productive learning environment. Effective and practical techniques and strategies can significantly enhance students’ motivation and academic performance. It gives teachers the useful resources they need to motivate and inspire their students. It is argued that encouraging students to perform in the classroom should come from both intrinsic and extrinsic sources, but that encouraging students to learn and achieve will ultimately come from an intrinsic source will be extremely important. It is important that motivated students should work toward being autonomous learners, using self-regulated learning techniques, and accepting accountability for their own education. This article provides insights into practical strategies that help maximize student motivation and encourage academic accomplishment, from creating an optimal learning environment to putting new methods of instruction into practice.

All Work and No Play Makes Jack a Dull Boy – A Systematic Review on Effectiveness of Game-based Learning in Dental Education

Game-based learning (GBL) is an effective learning tool for medical and dental undergraduates in enhancing knowledge and skills as well as gaining student engagement and motivation. Educational games can create a social constructivist learning environment, where learners can construct their knowledge through interactions with their peers and instructors. This concept is promising for learners to self-direct their learning. However, there is no clear evidence yet to support their effectiveness over traditional approaches in terms of competence improvement. The present systematic review aimed to assess and compare all the available literature on the effect of game-based learning on dental education. The PubMed, Scopus, Cochrane, Science Direct, Lilac, and Web of Science databases were searched using the pre-determined MeSH terms and eligibility criteria. The search yielded a total of eight articles. The studies included applications like Kahoot, GoDental, DentalByte, Skills-o-mat, and Playdent for GBL and compared their effectiveness to conventional methods. It was found that overall student satisfaction, motivation and interest was higher in GBL methods compared to the conventional methods of learning. GBL seems to be an effective tool for knowledge acquisition among dental students. However, further research should be conducted to compare the effectiveness of GBL against other learning methods. Newer games can also be tailor-made for specific learning objectives.

Artificial Intelligence-Driven Personalized Learning: Psychological Implications and Educational Outcomes

This paper explores the psychological implications and educational outcomes of artificial intelligence (AI)-driven personalized learning systems. The study delves into how AI facilitates customized learning experiences, adapting to individual student needs and learning styles. The research highlights the impact of AI on student motivation, cognitive load, and academic performance, as well as potential ethical concerns such as data privacy and algorithmic bias. Empirical findings from various case studies demonstrate how AI-driven platforms enhance engagement and retention rates. The study concludes with recommendations for optimizing AI use in education while addressing associated challenges.

Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement

AbstractThe effectiveness of distance learning primarily depends on the motivation and engagement of students. The aim of this article is to determine whether the developed online course enhances students' motivation to read and their engagement with contemporary American literature. The methodology is based on an experimental design. A mixed‐methods approach was employed for data analysis, combining statistical data analysis (t‐test) with qualitative survey methods (pre‐ and post‐testing). The study was conducted with a sample of 150 Chinese students from two universities (Leshan Normal University and Wuhan Qingchuan University), who took the “Contemporary American Literature” course from September to December 2022. The pre‐and post‐testing data indicate significant improvements across most parameters. For instance, reading efficiency, students' confidence in their reading abilities, and their potential to succeed in reading tasks increased by 21.4%; the “Challenge” dimension showed a notable growth of 17.2%; curiosity rose by 16.7%; and engagement in reading also increased by 18.5%. This demonstrates that students developed a greater interest in stories, particularly those related to fantasy, mystery, and adventure, and formed a deeper connection with characters and narratives. Most notably, avoidance of reading tasks decreased by 16.7%, which is a positive outcome as it indicates a reduced likelihood of students avoiding reading assignments. Given the large sample size, the critical t‐value is approximately 1.96. Since all t‐values exceed the critical value of 1.96, the null hypothesis was rejected in favor of the alternative hypothesis for each dimension. This indicates that the course had a statistically significant impact on the students' motivation and engagement in reading. The practical significance of these results underscores the potential of contemporary American literature courses, particularly those utilizing interactive methods in distance learning.

A Heritage School for Young Korean American Students

The purpose of this study is to understand how a local heritage school in a rural area supports young Korean American students’ learning of heritage language towards the maintenance of cultural identity through the lens of Self-Determination Theory. This study addresses three research questions: How has this Korean school nurtured student motivation for learning their heritage language and culture through competence support? How has this Korean school nurtured student motivation for learning their heritage language and culture through relatedness support? And how has this Korean school nurtured student motivation for learning their heritage language and culture through autonomy support? This study was guided by a qualitative case study following Merriam and Tisdell (2016) to produce a holistic description through multiple forms of data collection including interviews, observations, and document analysis. The findings provide the context of the heritage language learning experiences of young Asian American students in the United States, addressing their unique challenges. Findings also highlight that participation in the heritage school created a bridge, connecting Korean and American cultures with community, among a minority population in a rural area; built students’ self-identity; and enhanced the competence of participants’ mother-tongue-language as well as their cultural literacy. This study emphasizes the significance of creating environments where young Asian American students feel a sense of belonging to aid the development of these competencies, especially in rural areas.

Structural equation model of the mediating effects of teaching quality in the relationship between mathematics connection and achievement motivation

This study assessed the mediating effect of teaching quality (TQ) in the relationship between mathematics connection (MC) and achievement motivation (AM) of senior high school students in Ghana. A descriptive survey was carried out on 400 students randomly selected from Kumasi Senior High Technical School. The survey instrument comprised of structured questionnaires designed to elicit students’ responses on the main constructs. Following data input in SPSS (V. 23), confirmatory factor analysis was run in AMOS (V. 23) to ensure the data fit the hypothesized model. Construct validity and reliability assessment were also done and the results indicated that the data was valid and reliable. Path analysis was run in AMOS (V. 23) to determine direct, indirect, and total effects among the main constructs. The results showed that the direct effects of MC on AM was positive and significant. Similarly, the indirect effects of MC on AM through TQ was also revealed positive and significant. Therefore, TQ partially mediated the relationship between MC and AM. The study recommended that mathematics teachers should be professionally trained to adapt strategies that links classroom mathematics to students’ lives, other subjects, and real-life situations to make learners develop the desire for the subject.

Understanding Contextual Strategies and Engaging Learning from SMA NW Kopang Biology Teacher to Enhance Student Motivation

Tantangan dalam belajar biologi sering kali muncul, terutama karena sifat materinya yang kompleks dan membutuhkan pemahaman yang mendalam tentang konsep-konsep yang saling berkaitan. Hal ini menyebabkan banyak siswa mengalami penurunan motivasi. Guru biologi SMA NW Kopang menjaga agar siswa tetap termotivasi dalam belajar. Penelitian ini bertujuan untuk mengetahui strategi yang diterapkan oleh guru biologi SMA NW Kopang dalam meningkatkan motivasi belajar siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi, wawancara mendalam, dan analisis dokumen. Temuan penelitian menunjukkan bahwa guru menggunakan berbagai strategi seperti pembelajaran kontekstual, penggunaan teknologi pendidikan, pendekatan personal, serta penyisipan ice breaking dan reward untuk menciptakan suasana pembelajaran yang interaktif dan relevan. Selain itu, integrasi nilai-nilai Islam dalam pembelajaran biologi memberikan dimensi moral yang memperkuat hubungan antara sains dan karakter siswa. Faktor internal seperti minat dan kepercayaan diri siswa, serta faktor eksternal seperti dukungan guru dan lingkungan belajar, ditemukan memiliki pengaruh yang signifikan terhadap motivasi belajar. Strategi ini tidak hanya membantu siswa memahami materi biologi yang kompleks, tetapi juga mendorong keterlibatan aktif mereka dalam pembelajaran. Penelitian ini berkontribusi pada pengembangan metode pembelajaran yang inovatif dan relevan dengan kebutuhan siswa, khususnya di sekolah berbasis Islam. Penelitian lebih lanjut direkomendasikan untuk mengeksplorasi dampak jangka panjang dari strategi ini terhadap hasil belajar siswa di berbagai konteks pendidikan yang berbeda.

The effect of using Kahoot in pediatric emergency nursing lessons on students' success and motivation levels: A randomized controlled study.

This study was planned to determine the effect of using Kahoot in pediatric emergency nursing lessons on students' lesson success and motivation levels. Pediatric emergency nursing lessons is considered to be an intensive and rich lesson that includes information about child health and development in addition to the learning outcomes of emergency nursing lessons, blending emergency and pediatric nursing. It was found to be conducted as a randomized controlled study with a total of 60 nursing students, 30 for the experimental group and 30 for the control group, who took pediatric emergency nursing lessons and had never experienced Kahoot before. Data were collected using the Information Form, Exam Success Grade and Motivation Scale for Instructional Material. Mean, percentage calculations, multi-way analysis considered to be of variance and linear regression analysis considered to be were used to analyze the data. When comparing the midterm (t = 1.203, p = 0.002), final exam (t = 1.122, p = 0.001) and end-of-semester (t = 1.126, p = 0.001) scores of the Kahoot group with those of the control group, it was found to be determined that the Kahoot group obtained statis considered to betically significantly higher scores. The effect sizes of the differences between the Kahoot and control groups were 0.4, 0.5 and 0.5, respectively, indicating a large effect. It was found to be determined that there was found to be a statis considered to betically significant difference between the mean scores of the experimental and control groups of nursing students in terms of group, time and group*time interaction. Kahoot application was found to be found to explain 45 % of the increase in exam achievement level and 45 % of the increase in motivation level related to instructional material. Kahoot application was found to be an effective method in increasing the exam achievement and motivation of nursing students taking pediatric emergency nursing lessons.