Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices
Abstract
Instructional games are gaining acceptance in the classroom as the eLearning merits of student engagement and immediate feedback are recognized. Within higher education, the use of these tools is often limited due to lack of time, insufficient experience, or doubts regarding the scholarly merits of such activities. Kahoot! is a popular eLearning tool that can easily be used to add vitality, student engagement, and meta-cognitive supports to higher education classrooms with limited instructor or student training required. The free online learning platform has gained wide acceptance globally with more than 30 million users worldwide, and it is based on current user-centered and behavioral design methodologies. Student responses and our experiences using Kahoot! in graduate and undergraduate classrooms indicate that students welcome the use of this game. The real-time feedback provides opportunities for professors in various disciplines to tailor their instruction based on student understanding on quizzes while the surveys allow for anonymous classroom participation, which further engages all students.
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It remains unclear whether Kahoot! leads to greater learning outcomes than traditional methods and SRSs.
“However, despite strong evidence that Kahoot! and other GSRSs increase student attention, motivation and engagement, it remains unclear whether Kahoot!leads to greater learning outcomes than traditional methods and SRSs (e.g.Méndez and Slisko 2013;Plump and LaRosa 2017).”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Plump and LaRosa 2017
Kahoot!, like other GSRSs, fosters motivation and engagement and improves classroom dynamics as the system provides students with real-time feedback of their performance, and to some extent adapt teaching activities based on students' responses to quizzes.
“Kahoot!, like other GSRSs, fosters motivation and engagement (Barrio et al. 2016;Wang and Lieberoth 2016) and improves classroom dynamics as the system provides students with real-time feedback of their performance, and to some extent adapt teaching activities based on students' responses to quizzes (Plump and LaRosa 2017).”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Plump and LaRosa 2017
The study's findings support previously documented positive effects of GSRS use on learning and are consistent with Novak's (1998) model of meaningful learning.
“This supports previously documented positive effects of GSRS use on learning (Ismail and Mohammad 2017;Méndez and Slisko 2013;Plump and LaRosa 2017) and is consistent with Novak's (1998) model of meaningful learning.”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Plump and LaRosa 2017
The themes identified support previous studies that found a positive effect of GSRSs on classroom dynamics, motivation, social interaction, attention, willingness to prepare for class, and learning.
“The themes identified support the previous studies that have found a positive effect of GSRSs on, for instance, classroom dynamics, motivation, social interaction, attention, (Méndez and Slisko 2013), willingness to prepare for class and learning (Plump and LaRosa 2017;Wang 2015;Wang and Lieberoth 2016).”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Plump and LaRosa 2017
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MethodKahoot! Predicts exam scores and promotes student engagement
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“Some good examples can be found in [8], [10], [15] and [16].”
BackgroundUse of Kahoot for Assessment in Chemistry Education: A Comparative Study
Murciano‐Calles, J. (2020) · Journal of Chemical Education · doi:10.1021/acs.jchemed.0c00348 · Cited by 20 · see citing works
Language-in-Education Policy of Kazakhstan: Post-Pandemic Technology Enhances Language Learning
Tlepbergen, D., Akzhigitova, A., & Zabrodskaja, A. (2022) · Education Sciences · doi:10.3390/educsci12050311 · Cited by 22 · see citing works
“This program is designed to create quizzes, didactic games, tests, and surveys [53].”
BackgroundTeaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education
López, J. M. S., Santamaría, G., García, M. D. P. Q., & Cano, E. V. (2023) · Technology Knowledge and Learning · doi:10.1007/s10758-023-09656-8 · Cited by 17 · see citing works
“There are numerous investigations (Anak & Kim, 2021; Fernández-Oliveras, et al., 2021; Gurjanow et al., 2019; Kekuluthotuwage & Fernando, 2017; Plump & LaRosa, 2017; Ståhl et al., 2019; Tan Ai Lin et al., 2018; Tóth et al., 2019; Wichadee & Pattanapi-chet, 2018) that analyze applications, resources…”
Anane, C. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1430729 · Cited by 18 · see citing works
Warsihna, J., Ramdani, Z., & Prakoso, B. H. (2019) · Cognition and Exploratory Learning in Digital Age · doi:10.33965/celda2019_201911l018 · Cited by 17 · see citing works
“This continues to their ability to prepare themselves, put themselves in the right situation, choose the best choice according to what they understand and try themselves to be prepared and always active in dealing with various severe social and environmental stimuli (Plump & LaRosa, 2017).”
BackgroundMethodInfluentialMays, B. R., Yeh, H., & Chen, N. (2020) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-020-00506-0 · Cited by 18 · see citing works
EFEKTIFITAS GAMIFIKASI DALAM PEMBELAJARAN MATEMATIKA
Nurjannah, N., Kaswar, A. B., & Kasim, E. W. (2021) · JURNAL MathEdu (Mathematic Education Journal) · doi:10.37081/mathedu.v4i2.2492 · Cited by 17 · see citing works
Digital-based instruction: Chances and challenges in English language teaching context
Argawati, N. O., & Suryani, L. (2020) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v9i4.20579 · Cited by 17 · see citing works
“Kahoot! can also be an interactive learning to encourage students’ motivation and create active learning [8, 9].”
GAMIFYING A FLIPPED FIRST YEAR ACCOUNTING CLASSROOM USING KAHOOT!
Nkhoma, C., Nkhoma, M. Z., Thomas, S., & Tu, L. K. (2018) · International Journal of Information Systems and Engineering · doi:10.24924/ijise/2018.11/v6.iss2/93.115 · Cited by 17 · see citing works
“There are a number of studies that show huge benefits in using Kahoot! in classroom teaching (Johns, 2015; Iwamoto et al, 2017; Plump and Larosa, 2017; Wang & Lieberoth, 2016) and at the same time there are also evidence in researches that explain the benefits of flipping the classroom (Strayer,…”
BackgroundA Formative Assessment Framework Using Game-Quiz Educational Approach
Ahmad, E., Al-Sa’di, A., & Beggs, K. (2020) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale48869.2020.9368479 · Cited by 16 · see citing works
“Previous studies [25, 27] show that Kahoot is a great tool that can be used for learning terminologies and introducing different topics in the classroom.”
BackgroundMethodMeishar‐Tal, H., & Kesler, A. (2021) · Interactive Learning Environments · doi:10.1080/10494820.2021.1919146 · Cited by 18 · see citing works
“(Chen & Yeh, 2019; Plump & LaRosa, 2017; Wang & Tahir, 2020).”
Students' Perception toward the Application of Kahoot! as an Assessment Tool in EFL Class
Nurhadianti, N., & Pratolo, B. W. (2020) · Universal Journal of Educational Research · doi:10.13189/ujer.2020.080554 · Cited by 16 · see citing works
Carnero, M. C. (2021) · Mathematics · doi:10.3390/math9091034 · Cited by 16 · see citing works
“Roger et al. [73] state that Kahoot! and Socrative are the two applications most commonly used in teaching, while Plump and LaRosa [74] say that Kahoot! is the most used gamification app, with more than 70 million users [50].”
BackgroundPedagogical features of interactive apps for effective learning of foundational skills
Huntington, B., Goulding, J., & Pitchford, N. J. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13317 · Cited by 17 · see citing works
The integration of digital games into teaching and learning—A unique constructivist framework
Eyal, L., & Hayak, . (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13555 · Cited by 19 · see citing works
Effectiveness of Gamification Tool in Teaching Vocabulary
Thiagarajah, K., Ng, M. M., Jeyaraja, S. S. B., et al. (2022) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v12-i9/14604 · Cited by 15 · see citing works
The Impact of Gamification “Kahoot App” in Teaching English for Academic Purposes
Ali, R., & AbdAlgane, M. (2022) · World Journal of English Language · doi:10.5430/wjel.v12n7p18 · Cited by 15 · see citing works
Kahoot! and its effect on financial accounting marks at the university
Martínez, E. O., Jaén, J. M. S., & Marín‐Hernández, S. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11612-z · Cited by 20 · see citing works
“Studies analyzing Kahoot! effects on learning through motivation mainly use surveys, interviews, or other qualitative tools (Cárdenas-Moncada et al., 2020; Esteves et al., 2018; Minton & Bligh, 2021; Plump & LaRosa, 2017; Yapıcı & Karakoyun, 2017 ).”
BackgroundPérez, M. D. M. S., & Masegosa, A. G. (2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-1097-1.ch012 · Cited by 15 · see citing works
Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors
Mahbub, M. A. (2020) · Journal on English as a Foreign Language · doi:10.23971/jefl.v10i2.1917 · Cited by 18 · see citing works
“…has become increasingly popular in educational areas for its easy-to-use and ability to enhance classroom dynamics (Esteves et al., 2017, p. 501; Plump & LaRosa, 2017), increasing students’ engagement, motivation, and concentration (Wang & Tahir, 2020), as well as fostering critical thinking…”
BackgroundResultGAME-BASED LEARNING: TEACHERS’ ATTITUDE AND INTENTION TO USE QUIZIZZ IN THE LEARNING PROCESS
Malang, U. M., Akhtar, H., Hasanati, N., et al. (2019) · doi:10.26499/iceap.v0i0.202 · Cited by 15 · see citing works
“One method of teaching that can be taken in order to increase students’ engagement is gamebased learning (Correia & Santos, 2017; Licorish, Owen, Daniel, & George, 2018; Plump & LaRosa, 2017).”
BackgroundMethodThe Challenges of Teaching Anatomy and Physiology Laboratory Online in the Time of COVID-19
Davis, C. P., & Pinedo, T. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v22i1.2605 · Cited by 15 · see citing works
“Game-based learning is another active learning tool that has been an effective way to engage students in the classroom (24, 25).”
BackgroundSingh, J. K. N., & Chowdhury, H. A. (2021) · Journal of University Teaching and Learning Practice · doi:10.53761/1.18.5.12 · Cited by 15 · see citing works
“The interactive technology has been shown to engage students in the OTL environment (Plump & LaRosa, 2017).”
BackgroundReynolds, E. D., Fuchs, R. W., & Johnson, P. E. (2021) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.2021100103 · Cited by 15 · see citing works
Gamification in English Language Classrooms: The Case of Kahoot!
Kıyançiçek, E., & Uzun, L. (2022) · Bilim, eğitim, sanat ve teknoloji dergisi · doi:10.46328/bestdergi.63 · Cited by 19 · see citing works
“It can be concluded from the previous studies (Batsila & Tsihouridis, 2018; Graham, 2015; Ismail et al., 2019; Plump & LaRosa, 2017) that using Kahoot! boosts students’ English learning.”
ResultSkritsovali, K. (2023) · Journal of Management Development · doi:10.1108/jmd-04-2023-0124 · Cited by 14 · see citing works
- Authors
- Plump, C. M., & LaRosa, J.
- Affiliations
- La Salle University (US)
- Drexel University (US)
- Corresponding author
- Plump, Carolyn M.
- Venue
- Management Teaching Review
- Publisher
- SAGE Publications
- Published
- 2017-02-06
- Volume
- 2
- Issue
- 2
- Pages
- 151-158
- ISSN
- 2379-2981 (ISSN-L)
- OpenAlex
- W2586278820
- Semantic Scholar
- f5261fb1bdeca82f001c11fa529b87a1c4084d50
- Cited by
- 378
- References
- 7
- Citations by year
- 2026: 20 · 2025: 32 · 2024: 34 · 2023: 39 · 2022: 55 · 2021: 82 · 2020: 56 · 2019: 35 · 2018: 19 · 2017: 6
- FWCI
- 62.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Management Teaching Review (publishedVersion)
- Funders
- De La Salle University
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- Kahoot, game-based learning, student engagement, active learning, online learning, higher education, real-time feedback, metacognition, behavioral design, user-centered design, classroom quizzes, anonymous survey, undergraduate and graduate students
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