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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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InfluentialTechnology Enabled Formative Assessment in Medical Education: A Pilot Study through Kahoot
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Kirzner, R. S., Alter, T., & Hughes, C. A. (2021) · Journal of Teaching in Social Work · doi:10.1080/08841233.2021.1898521 · Cited by 21
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“This finding adds nuance to the existing studies that primarily emphasize the benefits of the immediate feedback of Kahoot! with little attention to the flexible time (e.g. Aljaloud et al., 2015 ; Plump & LaRosa, 2017 ; Wang & Tahir, 2020 ).”
InfluentialTeachers’ and Learners’ Perceptions Towards Digital Game-Based Learning in ESL Classroom
Alhebshi, A. A., & Halabi, M. S. (2020) · Journal for the Study of English Linguistics · doi:10.5296/jsel.v8i1.17353 · Cited by 12
“Plump and LaRosa (2017) said that “Kahoot” is a digital game, which assists teachers and students.”
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“According to Plump and LaRosa (2017), online tools provide a positive learning environment in the classroom that encourage idea exploration and make learning more enjoyable that eventually lead the learners to feel motivated in enhancing their understanding of what is being taught.”
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“This finding is consistent with a previous study (Plump & LaRosa, 2017).”
BackgroundResultInfluentialO uso das metodologias ativas como estratégias de ensino da medida da pressão arterial
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“Kahoot! educational game in education is one sort of learning that is designed and organized around games that are simple to develop, distribute, and play anywhere, at any time, and by anybody [27].”
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“The undergraduate students expressed a positive reception towards the game-based approach, exhibiting heightened levels of engagement and motivation throughout the learning process (Plump & LaRosa, 2017).”
ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review
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FLIPPED CLASSROOM AND KAHOOT IN PHYSICS LEARNING: IMPROVING STUDENTS’ MOTIVATION LEARNING
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“Hence, Kahoot! may be used as a supplemental teaching tool, and through which students may enhance their metacognitive abilities and short-term memory recall (Plump and LaRosa, 2017), but not necessarily increase their retention level.”
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“These findings are in line with previous studies,(Licorish, Owen, Daniel, & George, 2018; Muhridza, Rosli, Sirri, & Samad, 2018; Plump & LaRosa, 2017) supporting the use of Kahoot! in enhancing engagement, interacting, understanding learner content, and reducing anxiety.”
ResultMobile learning in forestry education
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Polar knowledge of US students as indicated by an online Kahoot! quiz game
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Kahoot! Sebagai Inovasi Evaluasi Hasil Belajar Siswa Yang Efektif Dan Menyenangkan
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Dispositivos Móviles en Educación Superior: la experiencia con Kahoot!
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“The existing literature highlights that Kahoot! has emerged as a popular tool, with over 70 million active users globally, and has been utilized across diverse educational contexts (Wang & Tahir, 2020; Plump & LaRosa, 2017).”
BackgroundUsing Genially and Kahoot for Implementing CLIL in EFL Higher Education
Castillo-Cuesta, L., Cabrera-Solano, P., & Ochoa-Cueva, C. (2024) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.23.7.13 · Cited by 16
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Gamification Meets Mobile Learning
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“As the e-learning advantages of student engagement and rapid feedback are understood, instructional games are receiving greater attention in the classroom (Plump & LaRosa, 2017).”
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“Additionally, since the game provides real-time feedback, Kahoot! can allow instructors to clarify points of confusion and tailor subsequent instruction (Plump and LaRosa 2017; Warsihna, Ramdani, and Prakoso 2019).”
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“One of the studies, Kahoot! [20]-[24], have warranted strong results from using technology in studying and made learning more fun, engaging, interactive and social.”
BackgroundStudents’ Perception on Utilizing Kahoot! as a Game-Based Student Response System for EFL Students
Kurniawan, A. B., Unsiah, F., & Razali, K. (2024) · Journal of Languages and Language Teaching · doi:10.33394/jollt.v12i2.10333 · Cited by 11
“Plump & LaRosa (2017) stated that certain students reported challenges in maintaining their motivation when they were unable to achieve success in the game.”
BackgroundCOMPETITION AS LEADERSHIP PEDAGOGY: An Initial Analysis of the Collegiate Leadership Competition
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“One study among undergraduate and graduate students showed that the use of Kahoot!, a popular e-learning tool that allows quiz competitions inside the classroom, was embraced by the students and allowed professors to adapt instruction resulting from student understanding (Plump & LaRosa, 2017).”
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“Recently, Kahoot!”
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THE DEVELOPMENT OF ONLINE LEARNING GAME ON LINEAR PROGRAM COURSES
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“Based on the results of development testing, it was concluded that Kahoot! easy to apply in learning because it does not require special training for students and can be easily accessed via a smartphone or PC (Plump & LaRosa, 2017).”
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Kahoot! Games Enhance Vocabulary Learning?
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Use of Kahoot! to promote interactivity and social learning during multiple-choice questions
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Culturally-Centric Outreach and Engagement for Underserved Groups in STEM
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Gamification Meets Mobile Learning
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“In addition, the real-time feedback that the students gave after the online in-class quizzes provided opportunities for the teachers to adjust the contents of their teaching (Plump & LaRosa, 2017).”
BackgroundImproving Students English Vocabulary Using Kahoot!
Ayumi, & Chan, A. M. (2021) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/assehr.k.210202.027 · Cited by 5
“In other words, vocabulary proficiency relates to language proficiency [5][6].”
BackgroundSingh, C. K. S. (2021) · Türk bilgisayar ve matematik eğitimi dergisi · doi:10.17762/turcomat.v12i3.657 · Cited by 8
“The outcomes of the study are in agreement with those of Plump and LaRosa (2017) and Wang (2015), which concluded that gamification learning approach can drive forward the motivation, active participation and academic achievement of the students.”
ResultMedia Evaluasi Pembelajaran Berbasis Kahoot! Untuk Guru SD di Kabupaten Tanah Bumbu
Pramita, M., Sukmawati, R. A., Sukmawati, R. A., et al. (2021) · Bubungan Tinggi Jurnal Pengabdian Masyarakat · doi:10.20527/btjpm.v3i4.3854 · Cited by 5
“Seharusnya hal ini menjadi catatan untuk guru agar bisa membuat pembelajaran yang menarik dan lebih kreatif, misalnya dalam pembelajaran maaupun latihan evaluasi guru bisa memberikan pembelajaran dengan menggunakan teknologi (Licorish, Owen, Daniel, & George, 2018; Plump & LaRosa, 2017).”
Ponnaiah, P., & Aziz, A. A. (2022) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v11-i2/12275 · Cited by 5
“Kahoot provided both active and passive learners with positive attitude and learning styles (Plump & LaRosa, 2017).”
BackgroundNuri, H. S. M., Qadir, S. M., Mohammed, R. R., & Azaldin, A. H. (2022) · Journal of Raparin University · doi:10.26750/vol(9).no(5).paper11 · Cited by 11
“Congruently, Plump and LaRosa (2017), being congruent with (Charbonneau, 2018), revealed that the majority of the participants reported that Kahoot helped them with conceptual understanding, i.e. helped them understand concepts better.”
BackgroundInfluentialGAMIFICATION OF IN-CLASSROOM DIAGRAM DESIGN FOR SCIENCE STUDENTS
Mallas, A., & Xenos, M. (2019) · doi:10.33965/el2019_201909f029 · Cited by 5
“1 which has been proven valuable in classroom, since it adds positive energy, support concept exploration, and adds fun to the classroom (Plump and LaRosa, 2017).”
BackgroundOnline English Vocabulary Teaching Using Kahoot! for Students with Special Needs
Anandha, A., Anggraheni, D., & Yogatama, A. (2020) · Scripta English Department Journal · doi:10.37729/scripta.v7i2.829 · Cited by 5
Five Years of Kahoot! in the Classrooms – What does Research Tell Us?
Murawski, M., Hasan, M. T., & Bick, M. (2019) · EDEN Conference Proceedings · doi:10.38069/edenconf-2019-ac-0057 · Cited by 5
“514 Connecting through Educational Technology – EDEN Annual Conference Proceedings, 2019, Bruges ISBN 978-615-5511-27-1 Plump and LaRosa (2017) ✔ ✔ ✔ ✔ ✔ ✔ ✔”
BackgroundInfluentialKahoot – A Game- Based Formative Assessment Tool During the Covid-19 Movement Control Order
Rosdy, S. N. A., & Yunus, M. M. (2021) · International Research in Education · doi:10.5296/ire.v9i2.18413 · Cited by 7
“Other than that, more recent studies have also found that game-based learning can improve students’ motivation, foster learning engagement and provide effective feedback (Plump & LaRosa, 2017; Wang, Zhu, & Saetre, 2016).”
ResultComputer educators' perception of the utilization of online assessment in the Covid‐19 era
Lu, S., Eloanyi, C. B., & Olelewe, C. J. (2023) · Computer Applications in Engineering Education · doi:10.1002/cae.22618 · Cited by 8
“…is a game ‐ based student response system (GSRS) or gamification technique integrated into student response systems that make use of game principles and student response systems tools to support learning, engagement, motivation, and fun during the learning and assessment processes [58, 64, 74].”
BackgroundAlawadhi, A., & Thabet, R. A. (2023) · Lecture notes in civil engineering · doi:10.1007/978-3-031-27462-6_11 · Cited by 12
Sianturi, A. D., & Hung, R.-T. (2023) · IEEE International Conference on Electronic Communications, Internet of Things and Big Data (ICEIB) · doi:10.3390/engproc2023038078 · Cited by 7
Praxis-Oriented Teaching of Project Management Skills for STEM Students in Higher Education
Rich, B. M., Kretschmer, D., Goldmann, C., et al. (2018) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale.2018.8615345 · Cited by 5
A Gamification Approach to Teaching and Learning for Pupils with Special Needs in Primary Schools
Karunamoorthy, R., & Tahar, M. M. (2020) · doi:10.32698/gcs-04303 · Cited by 4
Evaluation of University Students’ Views on the Gamified Classroom Model
Zhumasheva, T., Aymoldanovna, A. A., Zhiyenbayeva, S., Ussenovа, А., Nurgaliyeva, D., & Hamiti, M. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i16.32189 · Cited by 8
Évolution du cours magistral : vers une négociation didactique entre acteurs
Mocquet, B. (2024) · Distances et médiations des savoirs · doi:10.4000/11vlp · Cited by 4
Game-Based Learning in ESL Classrooms: A Focus on Gimkit and Other Apps
Chang, X., & Chang, C. (2025) · International Journal of Higher Education · doi:10.5430/ijhe.v14n1p1 · Cited by 10
Mohammadi, A., Aazami, S., & Azizifar, A. (2025) · Nursing Research and Practice · doi:10.1155/nrp/3518943 · Cited by 4
“Compared to other tools such as Quizlet or Socrative, Kahoot! has the added advantage of combining audiovisual stimulation with real-time feedback and leaderboard features, making it especially efective in capturing students’ attention and encouraging participation [19, 20].”
Tackling online disinformation through media literacy in Spain: The project ‘Que no te la cuelen’
Pérez, N. C., & Montagut, M. (2021) · Catalan Journal of Communication & Cultural Studies · doi:10.1386/cjcs_00044_7 · Cited by 4
Trinh, M. P. (2021) · Management Teaching Review · doi:10.1177/23792981211056921 · Cited by 4
“They can be a valuable addition to the management educator’s toolbox, especially when games usable in online contexts (e.g., Chuang, 2020; Plump & LaRosa, 2017) are still relatively rare.”
BackgroundUsing Quizizz™ in the Management Classroom
Sockbeson, C. S. (2022) · Management Teaching Review · doi:10.1177/23792981221126504 · Cited by 4
Riyandi, M. A. O., Santoso, H. B., & Putra, P. O. H. (2023) · Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) · doi:10.29207/resti.v7i4.4928 · Cited by 4
“Other than the platform, the game that applied game-based learning also advanced in terms of features, from offline [19]– [22] to support online activity [14], [23]–[25].”
BackgroundLicorish, S. A., & Lotter, A. (2022) · Journal of Information Systems Education · doi:10.62273/lvah6456 · Cited by 5
Game Based Pedagogy System for Assessment using Features Like OCR and Speech-To-Text Recognition
Jain, A., Shah, P., Punamiya, A., et al. (2020) · International Journal of Emerging Science and Engineering · doi:10.35940/ijese.k2482.1061120 · Cited by 4
A literature survey on student feedback assessment tools and their usage in sentiment analysisPreprint
Aryal, H. (2021) · arXiv (Cornell University) · doi:10.48550/arxiv.2109.07904 · Cited by 8
“Saucerman 2017 Kahoot!, SurveyMonkey Evaluated the benefits of gamification on students in the particular context of a student response system (SRS) Student motivation, enjoyment, and encouragement to collaborate [35] C.”
BackgroundDuvignau, R. (2025) · Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education V. 1 · doi:10.1145/3724363.3729086 · Cited by 3
“Kahoot [7, 18, 27, 32] (cf. Fig.”
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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