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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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“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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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“Classroom applications of gamification include additional behavioral designs (visual and sound) and user-centered designs (personalized learning) to enhance the active learning approach (Plump and LaRosa, 2017).”
BackgroundEngaging students in higher education with educational technology
Godsk, M., & Møller, K. L. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12901-x · Cited by 171
“Bawa (2019), Plump and LaRosa (2017), and Holbrey (2020) find that the game-inspired polling tool Kahoot can increase student engagement and participation in education if used for students to play together in groups against other groups, collaboratively create quizzes for other groups based on the…”
Holbrey, C. (2020) · Technology Pedagogy and Education · doi:10.1080/1475939x.2020.1737568 · Cited by 129
“An advantage of Kahoot! is that students can join anonymously, reducing possible issues of embarrassment and humiliation often associated with competitive gaming (Heaslip et al., 2014; Plump & LaRosa, 2017).”
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“…the studies published to date are mainly based on the use of Kahoot! during ordinary face-to-face teaching (Chaiyo and Nokham, 2017; Kocakoyun, 2018; Licorish et al., 2018; Plump and LaRosa, 2017) and to the best knowledge of the authors its use has not been evaluated for online teaching.”
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“More specifically, integration of ICTs for course-related activities leads to greater student engagement, and students perceive that it enhances their learning experience in the classroom (e.g. Plump and LaRosa, 2017; Shon and Smith, 2011; Tessier, 2013).”
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“However, clickers are a less common assessment tool used at the K-12 level, which is partly the reason why ‘KAHOOT!’ is a popular assessment tool among teachers in the United States (Bicen & Kocakoyun, 2018; Plump & LaRosa, 2017).”
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“Many researchers support the potential effectiveness of GSRSs (Plump & LaRosa, 2017; Wichadee & Pattanapichet, 2018), and Kahoot! is one of the most widely used education applications of the 21st century (Licorish et al., 2018; Wichadee & Pattanapichet, 2018).”
BackgroundResultInfluentialGame-Based Digital Quiz as a Tool for Improving Students’ Engagement and Learning in Online Lectures
Pireva, K., Tahir, R., Wang, A. I., & Imran, A. S. (2021) · IEEE Access · doi:10.1109/access.2021.3088583 · Cited by 92
“Similarly, there are several studies that cannot be classified as experiments but describe case-studies or surveys on the same topics [36]–[40].”
Edutainment: Using Kahoot! As A Review Activity in Foreign Language Classrooms
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“Plump and LaRosa (2017) explained that the students were satisfied with the use of this game according to their answers and experiences regarding the use of Kahoot.”
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“The findings also validate previous research in supporting the use of Kahoot! in nurturing the understanding of classroom dynamics, enhancing instructor-student engagement, and fostering constructive negotiations with peers (Plump & LaRosa, 2017; Wang, 2015).”
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GAMIFICATION IN HIGHER EDUCATION: EXPERIENCE OF POLAND AND UKRAINE
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“The active participation of students enhances the imagination and creative capacity for learning [26].”
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“Kahoot! is a free educational tool that educators use in schools, work presentations, and home learning via quizzes and interactive media1 (Plump and LaRosa, 2017).”
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Ebadi, S., Rasouli, R., & Mohamadi, M. M. (2021) · Interactive Learning Environments · doi:10.1080/10494820.2021.1881798 · Cited by 68
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“The facilities of music, colors and the excitement brought by Kahoot successfully encourage students to be more focused, concentrated, and engaged in a fun classroom atmosphere (Plump and LaRosa, 2017).”
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“As one of the popular learning platforms, Kahoot! is increasingly gaining its global popularity (Plump & LaRosa, 2017).”
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“Hasil ini sejalan dengan temuan beberapa penelitian lain (Göksün & Gürsoy, 2019; Jones, Katyal, Xie, Nicolas, Leung, Noland, & Montclare, 2019; Plump & LaRosa, 2017).”
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“Most studies on Kahoot! have focused on class dynamics [33], on the effects of learning [34], on the perceptions of students and teachers regarding the game-based learning platform [35,36], and on the fact that this game increases grades and the motivation of students to learn and study the subject being taught [37].”
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Martínez, E. O., Jaén, J. M. S., & Mercedes, P.-M. (2021) · The International Journal of Management Education · doi:10.1016/j.ijme.2021.100584 · Cited by 48
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“Furthermore, because college students tend to report a better understanding of course content following active learning experiences (e.g., Plump & LaRosa, 2017), such experiences seem to aid students’ need for competence in the learning process.”
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“Another similar study conducted by Plump and LaRosa (2017) found that using Kahoot! in the classroom facilitates engagement, especially when it is played in groups.”
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Effectiveness of Digital Game Based Learning Strategy in Higher Educational Perspectives
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“Awakening (using the online game-based learning platform “Kahoot!”—free online learning platform/interactive website—creating a test for non-verbal communication, in order to add vitality, learners engagement, and meta-cognitive supports because the game promotes motivation and in particular this technology enhances l…”
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“More recently, an increasing number of GSRS software and web-based solutions have been offered by private market vendors, with products such as Kahoot! and Soc-rative replacing pre-existing student response systems such as iClicker and Poll Everywhere (Plump and LaRosa, 2017).”
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“…2017; Bolat, Şimşek, & Ülker, 2017; Chaiyo & Nokham, 2017; Iaremenko, 2017; Ismail & Mohammad, 2017; Küçük, 2017; Medina & Hurtado, 2017; Omar, 2017; Plump & LaRosa, 2017; Premarathne, 2017; Zengin, Bars, & Şimşek, 2017; Yılmaz, 2017; Yapıcı and Karakoyun, 2017; Walsh, 2017; Varannai, Sasvári, &…”
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“Eventually, the study of Plump and LaRosa (2017) showed that using Kahoot in the classroom propels engagement and active learning.”
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“Moreover, they mention that this specific eLearning platform can provide an engaging environment that supports learning and adds active participation in the classroom [2].”
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A meta-thematic analysis of using technology-mediated gamification tools in the learning process
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“” A study examining the e ff ect of using the Kahoot application in higher education on the learning process (Plump & LaRosa, 2017) revealed that shy students were encouraged to participate in the game with a name other than their name.”
Fun and Engagement in Lecture Halls through Social Gamification
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“Plump and LaRosa [29] introduced Kahoot into six university courses and report that Kahoot fostered activity and focus in classes and provided all students with a way to contribute to classes.”
BackgroundKahoot! Predicts exam scores and promotes student engagement
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A COMPARATIVE STUDY OF FORMATIVE ASSESSMENT TOOLS
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“Thegames-like atmosphere comes from the use of bright multiple colours, suspenseful music, and points given for accuracy of answer and quickness (Plump & LaRosa, 2017).”
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BackgroundUse of Kahoot for Assessment in Chemistry Education: A Comparative Study
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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
“This program is designed to create quizzes, didactic games, tests, and surveys [53].”
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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 48
“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 41
Warsihna, J., Ramdani, Z., & Prakoso, B. H. (2019) · Cognition and Exploratory Learning in Digital Age · doi:10.33965/celda2019_201911l018 · Cited by 17
“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
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
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
“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
“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 18
“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
“(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 27
Carnero, M. C. (2021) · Mathematics · doi:10.3390/math9091034 · Cited by 16
“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
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
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
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 32
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 26
“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
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 23
“…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., Malang, U. M., Istiqomah, I., & Malang, U. M. (2019) · International Conference on Educational Assessment and Policy (ICEAP) · doi:10.26499/iceap.v0i0.202 · Cited by 16
“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
“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
“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 20
Gamification in English Language Classrooms: The Case of Kahoot!
KIYANÇİÇEK, E., & Uzun, L. (2022) · Bilim Eğitim Sanat ve Teknoloji Dergisi (BEST Dergi) · doi:10.46328/bestdergi.63 · Cited by 16
“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
Metadata
- 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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