The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
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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In the citing paper
“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
Citations
Cites
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The Rock Stars of eLearning: An interview with Karl Kapp
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Cited by
Sorted by citations
The effect of using Kahoot! for learning – A literature review
Wang, A. I., & Tahir, R. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103818 · Cited by 883
“Further, there is extensive evidence that student engagement in lectures improves understanding and academic results (Prince, 2004).”
BackgroundStudents’ perception of Kahoot!’s influence on teaching and learning
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-018-0078-8 · Cited by 521
Perceptions of students for gamification approach: Kahoot as a case study
Bicen, H., & Kocakoyun, S. (2018) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v13i02.7467 · Cited by 402
Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz
Orhan Göksün, D., & Gürsoy, G. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.02.015 · Cited by 418
Ferrer, J. M. C., Martínez, P. M., & Ibáñéz, R. S. (2020) · Sustainability · doi:10.3390/su12124822 · Cited by 220
“Plump and LaRosa [15] analyzed undergraduate business law students’ answers regarding their level of engagement in the classroom when playing Kahoot.”
Background
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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