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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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“This is in line with Plump & Larosa (2017) which states that the inconsistent teaching and learning process causes students with special needs to become bored and exhibit disruptive behavior in the classroom.”
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Students’ Vocabulary Mastery Using Kahoot Platform Media
Siregar, F. R., & Angela, S. (2019) · The Journal of Teaching and Learning · doi:10.24952/ee.v7i02.2238 · Cited by 1
A Systematic Review of Kahoot: Perceptions and Challenges among English Learners and Teachers.
Rosdy, S. N. A., & Yunus, M. M. (2021) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v10-i1/9045 · Cited by 4
“3 Plump and LaRosa (2017) Kahoot! is a user-friendly tool as it invites user interface and music.”
BackgroundMethodPérez, M. D. M. S., & Masegosa, A. G. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3690-5.ch046 · Cited by 1
Pérez, M. D. M. S., & Masegosa, A. G. (2021) · IGI Global eBooks · doi:10.4018/978-1-6684-3710-0.ch068 · Cited by 1
EFFECT OF USING KAHOOT! APPLICATION ON STUDENTS' VOCABULARY
Syahputri, R. H., & Solo, L. (2022) · Dialectical Literature and Educational Journal · doi:10.51714/dlejpancasakti.v7i1.76.pp.23-34 · Cited by 1
“In Vivo” Science Learning - Academic Teaching Through a Game-Based Process
Tsihouridis, C., Batsila, M., Vavougios, D., et al. (2023) · Lecture notes in networks and systems · doi:10.1007/978-3-031-26190-9_15 · Cited by 1
Noer, A. M., Pebrianti, P., Holiwarni, B., et al. (2022) · JTK (Jurnal Tadris Kimiya) · doi:10.15575/jtk.v7i1.14392 · Cited by 1
“The Kahoot application limits the number of characters in making questions and responses, and an Overhead Projector must be available during the learning process, which is a drawback (Plump & LaRosa, 2017).”
BackgroundNadarajan, P., & Muhamad, M. (2021) · Asian Journal of Assessment in Teaching and Learning · doi:10.37134/ajatel.vol11.1.7.2021 · Cited by 2
The Effect of Seamless Learning Approach on Learner Achievement and Attitudes in Teaching EFL
Yakar, Ü., & Şad, S. N. (2024) · Bayburt Eğitim Fakültesi Dergisi · doi:10.35675/befdergi.1518492 · Cited by 1
O uso de metodologias ativas no ensino das etapas da medida indireta da pressão arterial
Bachur, C. A. K. (2021) · Digital Library of Theses and Dissertations (Universidade de São Paulo) · doi:10.11606/t.22.2021.tde-24032021-161050 · Cited by 1
Technology Students’ Perceptions of Learning in Higher EducationPreprint
Eika, E. (2021) · SSRN Electronic Journal · Cited by 1
A DYNAMIC-BOOSTER AND ATTENDANCE-TRACKING APP FOR INTERACTIVE CLASSROOM TEACHING
Brunete, A., & Cedazo, R. (2018) · ICERI proceedings · doi:10.21125/iceri.2018.1404
“Probably Kahoot!”
BackgroundMethods to implement new information technologies for teaching Information Literacy
Repanovici, A., & Landøy, A. (2017)
A Game-Based Student Response System
Ergüleç, F., & Mısırlı, Ö. (2019) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-0119-1.ch009
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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