Students’ perception of Kahoot!’s influence on teaching and learning

May combine two claims.

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.”

• cites Ismail and Mohammad 2017 sourcePartly supported

  The Introduction reports positive effects of game-based learning, and the “Facilitate learning” section says students perceived Kahoot as helping them retain knowledge and correct misunderstandings. This supports a positive view of Kahoot as a game-based response tool, but the study measured perceptions rather than demonstrating an effect on learning outcomes. The Novak-model clause is not attributed to this source. (LLM, conf=0.84)

  Experimental — accuracy not yet measured
• cites Méndez and Slisko 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Plump and LaRosa 2017 sourceNot checked — no full text of the source

May combine two claims.

Ten of the 14 respondents described staying focused in a 2-h lecture as challenging, with some describing the experience as tedious or boring.

“Ten of the 14 respondents described staying focused in a 2-h lecture as challenging, with some describing the experience as tedious or boring.”

May combine two claims.

The use of Kahoot! created richer variation in lecture delivery, enabling a moment of fun while continuing to engage with lecture content.

“In addition to facilitating breaks during lecture, the use of Kahoot! also created richer variation in lecture delivery, enabling a moment of fun while continuing to engage with lecture content, only in a more light hearted way.”

May combine two claims.

Participants referred to Kahoot! as a unique lecture experience that is enjoyable and stimulating to learning.

“Participants referred to Kahoot! as a unique lecture experience that is enjoyable and stimulating to learning.”

May combine two claims.

Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies.

“Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies.”

May combine two claims.

Fun and enjoyment was an unexpected theme and explains the feeling of leisure and enjoyable distraction experienced by students.

“Fun and enjoyment was an unexpected theme and explains the feeling of leisure and enjoyable distraction that was experienced by students.”

May combine two claims.

Kahoot! enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience.

“Key findings revealed that Kahoot!enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience.”

May combine two claims.

Kahoot! also motivated competition in the classroom, where students were driven to see their names at the top of the leader board, and thus were more attentive during lectures and related discussions.

“Kahoot! also motivated competition in the classroom, where students were driven to see their names at the top of the leader board, and thus, were more attentive during lectures and related discussions.”

May combine two claims.

Students felt that Kahoot! captured their focus or attention and interest during the course but was also timely for allowing breaks.

“Students felt that Kahoot!captured their focus (or attention) and interest during the course but was also timely for allowing breaks.”

May combine two claims.

Participants commonly felt the best use of the tool was to review lecture content and key topics, with Kahoot!-related course content favoured over those unrelated to the course.

“Participants commonly felt the best use of the tool was to review lecture content and key topics, with Kahoot!-related course content favoured over those unrelated to the course.”

May combine two claims.

Respondents appreciated that Kahoot! was a quick and simple way to refresh their memory and continue to engage with the material.

“Regarding knowledge retention, respondents appreciated that it was a quick and simple way to refresh their memory and continue to engage with the material.”

May combine two claims.

Participants felt strongly that Kahoot! could be used for revision, with 12 participants seeing Kahoot! as a useful revision tool.

“Participants felt strongly that Kahoot! could be used for revision, with 12 participants seeing Kahoot! as a useful revision tool.”

May combine two claims.

Participants reported that when engaging with Kahoot!, they interacted more with peers around them and with the lecturer during and after lectures than they normally would in any other lecture.

“Participants reported that when engaging with Kahoot!, they interacted more with peers around them and with the lecturer during and after lectures than they normally would in any other lecture.”

May combine two claims.

Findings suggested that the employment of Kahoot! led to excessive competition among students and to some extent invoked negative feelings.

“Findings also suggested that the employment of Kahoot! led to excessive competition among students and to some extent, invoked negative feelings.”

May combine two claims.

Students enjoyed Kahoot!s that were relevant to the course, explored complex concepts and offered insight into applications of theory.

“In particular, students enjoyed Kahoot!s that were relevant to the course, explored complex concepts and offered insight into applications of theory.”

May combine two claims.

Specific benefits to post-Kahoot! discussions provided perspective, highlighted diverse opinions and allowed students a chance to evaluate their knowledge in comparison to other classmates.

“Specific benefits to post-Kahoot!discussions provided perspective, highlighted diverse opinions and allowed students a chance to evaluate their knowledge in comparison to other classmates.”

May combine two claims.

Kahoot! and the following discussion gave students feedback to immediately correct their own mistakes, knowing if they got an answer right or wrong, and more importantly, why.

“Kahoot! and the following discussion also gave students feedback to immediately correct their own mistakes, knowing if they got an answer right or wrong, and more importantly, why.”

May combine two claims.

Key benefits that participants discussed were how Kahoot!s aided revision, generated discussion and helped them to retain knowledge.

“Key benefits that participants discussed were how Kahoot!s aided revision, generated discussion and helped them to retain knowledge.”

May combine two claims.

Kahoot! fostered wider and active student participation, and yet provided students with the opportunity to retain their most desirable personal choice of participation.

“Kahoot!fostered wider and active student participation, and yet provided students with the opportunity to retain their most desirable personal choice of participation.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Kahoot! offered a brief and concise understanding of the basic concepts in the course, which was then reinforced and enriched by a class discussion that encouraged more in-depth thinking.

“Kahoot! also offered a brief and concise understanding of the basic concepts in the course, which was then reinforced and enriched by a class discussion that encouraged more in-depth thinking.”

May combine two claims.

The competitive element seems to have been an icebreaker for many students, encouraging them to interact with their peers.

“It also seems to have been an icebreaker for many students, encouraging them to interact with their peers.”

May combine two claims.

The findings show that in view of exploring answers to questions and understanding why they were right or wrong, students generated a deeper understanding that strongly aided their engagement and ability to remember.

“In fact, our findings show that in view of exploring answers to questions and understanding why they were right or wrong, students generated a deeper understanding that strongly aided their engagement and ability to remember.”

May combine two claims.

A few students felt that Kahoot! added to their knowledge, as when new information was introduced they were more likely to remember it through a Kahoot!.

“A few students also felt that Kahoot!added to their knowledge, as when new information was introduced they were more likely to remember it through a Kahoot!.”

May combine two claims.

The authors observed that students' drive to perform well in Kahoot! and the use of inappropriate names could invoke negative feelings towards the tool and increase distraction.

“However, we observed that students drive to perform well in Kahoot! and the use of inappropriate names could invoke negative feelings towards the tool and increase distraction.”

May combine two claims.

Only one participant specifically mentioned that they enjoyed fun 'off-topic' Kahoot!s, with most participants feeling such Kahoot!s were irrelevant and an inefficient use of class time.

“Only one participant specifically mentioned that they enjoyed fun 'off-topic' Kahoot!s, with most participants feeling such Kahoot!s were irrelevant and an inefficient use of class time.”

May combine two claims.

Third year university students are eager to focus on subject-relevant content, and so find little value in content delivered that is off topic.

“However, third year university students are eager to focus on subject-relevant content, and so, find little value in content delivered that is off topic.”

May combine two claims.

Many respondents liked the competitive aspect of Kahoot!s, seeing it as a motivating factor to participate, encouraging them to think critically, increasing their participating energy levels and creating a lively classroom dynamic.

“Many respondents liked the competitive aspect of Kahoot!s, seeing it as a motivating factor to participate, encouraging them to think critically, increasing their participating energy levels and creating a lively classroom dynamic.”

May combine two claims.

Two participants reported a mixed response, and one of the two participants felt the aspect of fun had a negative impact.

“That said, two (2) participants reported a mixed response, and one (1) of the two participants felt the aspect of fun had a negative impact.”

May combine two claims.

The outcomes show that Kahoot! motivated students to be engaged, and encouraged interaction in the classroom, both student-student and student-lecturer.

“Our outcomes show that Kahoot!motivated students to be engaged, and encourage interaction in the classroom (both student-student and student-lecturer).”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

Kahoot!s involving guessing were purely for the sake of having fun and did not contribute to their learning.

“They also felt that Kahoot!s involving guessing were purely for the sake of having fun and did not contribute to their learning.”

May combine two claims.

Participants stated that engaging with Kahoot! during lectures helped them not only to remember previously covered material but to understand new perspectives.

“They stated that engaging with Kahoot! during lectures helped them not only to remember previously covered material but to understand new perspectives.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Nine participants discussed the competitive element of Kahoot! in relation to their interaction and engagement.

“Nine participants discussed the competitive element of Kahoot! in relation to their interaction and engagement.”

May combine two claims.

Kahoot! helped in creating a learning experience that was described as fun, which contributed to useful classroom engagement dynamics.

“It also helped in creating a learning experience that was described as”

May combine two claims.

Participants said they enjoyed the game, they liked the use of it in class and they enjoyed the course because of the Kahoot!.

“Participants said they enjoyed the game, they liked the use of it in class and they enjoyed the course because of the Kahoot!.”

May combine two claims.

Kahoot! increases learning and the desire to remember lecture content during revision, and increases knowledge retention over the course of the lecture.

“Kahoot!not only increases learning and the desire to remember lecture content during revision, but increases knowledge retention over the course of the lecture”

May combine two claims.

Kahoot! offered students the opportunity to focus on specific relevant content when a large amount of materials were delivered in lectures, consistent with Wang's (2015) findings.

“In addition, Kahoot! offered students the opportunity to focus on specific relevant content, when a large amount of materials were delivered in lectures, which, again, is consistent with Wang's (2015) findings.”

• cites Wang's (2015) sourceNot checked — no full text of the source

May combine two claims.

Students noted that Kahoot! improved classroom dynamics, engagement, motivation and learning beyond what would be expected from traditional teaching methods, consistent with Papastergiou's (2009) findings.

“In fact, consistent with Papastergiou's (2009) findings, students noted that Kahoot!improved classroom dynamics, engagement, motivation and learning beyond what would be expected from traditional teaching methods (e.g.normal PowerPoint slides and chalk and talk).”

• cites Papastergiou's (2009) sourceNot checked — no full text of the source

May combine two claims.

Kahoot! helped create a learning experience described as "fun", which contributed to useful classroom engagement dynamics.

“It also helped in creating a learning experience that was described as "fun", which contributed to useful classroom engagement dynamics.”

May combine two claims.

The outcomes show that Kahoot! motivated students to be engaged and encouraged interaction in the classroom.

“Our outcomes show that Kahoot!motivated students to be engaged and encourage interaction in the classroom.”

May combine two claims.

Students felt that Kahoot! captured their focus and interest during the course, but was also timely for allowing breaks.

“Students felt that Kahoot!captured their focus and interest during the course, but was also timely for allowing breaks.”

Classified as probably not a substantial claim.

The Likert scales were also not always consistent with students' open-ended comments.

“Interestingly, the Likert scales were also not always consistent with students' open-ended comments (Wang 2015).”

• cites Wang 2015 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The analysis adopted an inductive bottom-up approach to content analysis to test whether clear themes relating to classroom dynamics, engagement, motivation and learning appeared in the data.

“We adopted an inductive (bottom-up) approach to content analysis to test whether clear themes relating to classroom dynamics, engagement, motivation and learning appeared in the data (Patton 1990).”

• cites Patton 1990Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Socrative improved classroom dynamics and knowledge awareness, but students disagreed that Socrative enhanced their ability, concept understanding and test practice procedures.

“Another study reported that Socrative, a similarly designed GSRS to Kahoot!, improved classroom dynamics and knowledge awareness, but students disagreed that Socratives enhanced their ability, concept understanding and test practice procedures (Méndez and Slisko 2013).”

• cites Méndez and Slisko 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Educational games and game-based student response systems (GSRS) both increase student motivation and engagement, especially in circumstances where conventional lecture style or 'chalk and talk' teaching are resented by students and induce boredom.

“Educational games and game-based student response systems (GSRS; gamification techniques integrated into student response systems) both increase student motivation and engagement (e.g.Barrio et al. 2016;Wang and Lieberoth 2016), especially in circumstances where conventional lecture style or "chalk and talk" teaching are resented by students and induce boredom (Cheong et al. 2013;Graham 2015;Roe”

• cites Barrio et al. 2016 sourceNot checked — no full text of the source
• cites Wang and Lieberoth 2016Not checked — no full text of the source
• cites Cheong et al. 2013Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Papastergiou (2009) found that games improved students' knowledge of computer memory systems to a greater extent than other computer-mediated learning tools, namely, educational websites.

“Papastergiou (2009) found that games improved students' knowledge of computer memory systems to a greater extent than other computer-mediated learning tools, namely, educational websites.”

• cites Papastergiou (2009) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

There is disparity in the number of observations for males and females, so the statistics are not used strictly to examine statistical significance between these two groups.

“Of note, however, is that there is disparity in the number of observations for males and females (refer to Table 1), so these statistics are not used strictly to examine statistical significance between these two groups.”

May combine two claims.

GSRSs enhance students' attention, motivation, engagement and enjoyment beyond traditional methods.

“GSRSs enhance students' attention, motivation, engagement and enjoyment beyond traditional methods (Barrio et al. 2016;Wang and Lieberoth 2016).”

• cites Barrio et al. 2016 sourceNot checked — no full text of the source
• cites Wang and Lieberoth 2016Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

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).”

• cites Barrio et al. 2016 sourceNot checked — no full text of the source
• cites Wang and Lieberoth 2016Not checked — no full text of the source
• cites Plump and LaRosa 2017 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The student points system was the strongest predictor of engagement as students reported an increase in their pulse.

“The student points system was the strongest predictor of engagement as students' reported an increase in their pulse.”

• cites Wang and Lieberoth (2016)Not checked — no full text of the source

May combine two claims.

The use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms.

“Our findings also suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Students' responses to the interviews were transcribed verbatim by the fourth author.

“Students' responses to the interviews were transcribed by the fourth author, i.e. verbatim.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Games can enhance positive classroom dynamics and improve students' interactions with their peers and lecturers.

“Games can enhance positive classroom dynamics (Rosas et al. 2003) and improve students' interactions with their peers and lecturers.”

• cites Rosas et al. 2003 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Wang and Lieberoth (2016) found that the full Kahoot! experience, rather than any single component, accounted for students' increased concentration and enjoyment.

“In fact, Wang and Lieberoth (2016) dissected Kahoot! to explore which gamification elements positively impact students' experiences finding that the full Kahoot!experience, rather than any single component, accounted for students' increased concentration and enjoyment.”

• cites Wang and Lieberoth (2016)Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The presence of audio increased student motivation and classroom dynamics, above and beyond that of the points system.

“However, overall, the presence of audio increased student motivation and classroom dynamics, above and beyond that of the points system.”

• cites Wang and Lieberoth (2016)Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

GSRSs improve overall class attendance, but at an individual level, they also motivate students who may not normally participate in class discussion.

“Similar to earlier interventions involving SRSs, GSRSs improve overall class attendance (Cardwell 2007;Kay and LeSage 2009), but at an individual level, they also motivate students who may not normally participate in class discussion (Wang 2015).”

• cites Cardwell 2007 sourceNot checked — no full text of the source
• cites Kay and LeSage 2009 sourceNot checked — no full text of the source
• cites Wang 2015 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The interview transcripts were verified by the first author.

“These transcripts were then verified by the first author.”

May combine two claims.

This in turn motivated students to engage with the lecturer, peers and lecture content.

“This in turn motivated students to engage with the lecturer, peers and lecture content.”

Probably not a substantial claim: may not pass S2 (checkable).

Striking a balance between fun and learning is vital to effectively using Kahoot! as a valuable tool in the classroom.

“Throughout the data, it is evident that striking a balance between fun and learning is vital to effectively using Kahoot! as a valuable tool in the classroom.”

May combine two claims.

While the game is likely to provide an atmosphere that would lead to potentially more relaxed and attentive students, similar learning may also result in the absence of Kahoot! if the instructor thrust is towards this cause.

“While the game is likely to provide an atmosphere that would lead to potentially more relaxed and attentive students, similar learning may also result in the absence of Kahoot! if the instructor thrust is towards this cause.”

May combine two claims.

Consistent with the Experiential Gaming Model, the findings emphasise the importance of GSRSs, like games, for generation and testing of ideas during problem-solving, monitoring one's knowledge through feedback and discussion, and encoding and storing this knowledge for future use.

“Consistent with Experiential Gaming Model (Kiili 2005), these findings further emphasise the importance of GSRSs, like games, for generation and testing of ideas during problem-solving, monitoring one's knowledge through feedback and discussion, and encoding and storing this knowledge for future use (e.g.Ke 2009;Papastergiou 2009).”

• cites Kiili 2005 sourceNot checked — no full text of the source
• cites Ke 2009;Papastergiou 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The findings substantiate previous research in supporting the use of Kahoot! in fostering understanding of classroom dynamics, enhanced lecturer-student engagement, and more constructive discussions with peers.

“The findings substantiate previous research in supporting the use of Kahoot! in fostering our understanding of classroom dynamics, enhanced lecturer-student engagement, and more constructive discussions with peers (Plump and LaRosa 2017;Wang 2015).”

• cites Plump and LaRosa 2017;Wang 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Beyond increased engagement and a shift in classroom dynamics, the drive to perform and ultimately increase learning are positive effects of Kahoot! use during lectures.

“Thus, beyond increased engagement and a shift in classroom dynamics, the drive to perform, and ultimately increase learning are positive effects of Kahoot! use during lectures.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Higher education institutions, including institutions in New Zealand, have started deploying learning technologies such as GSRSs to present lecture content in a novel manner, to encourage students to participate in class anonymously and to provide them with more meaningful revision methods.

“Therefore, higher education institutions (including institutions in New Zealand) have started deploying learning technologies, such as GSRSs, to present lecture content in a novel manner, to encourage students to participate in class anonymously and to provide them with more meaningful revision methods (Licorish et al. 2017).”

• cites Licorish et al. 2017Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Learning and instructional science research has established that gaining students' attention and keeping them engaged in class is central to stimulating their learning, and low levels of attention span is linked to poor performance.

“Learning and instructional science research has established that gaining students' attention and keeping them engaged in class is central to stimulating their learning, and low levels of attention span is linked to poor performance (Gagné 1985;Gagné and Driscoll 1988).”

• cites Gagné 1985;Gagné and Driscoll 1988Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Motivation and engagement strongly influence learning and may be critical to academic success.

“In addition, when students do not participate openly, this could be problematic given that motivation and engagement strongly influence learning and may be critical to academic success (Martin 2008;Pintrich and Schrauben 1992).”

• cites Martin 2008;Pintrich and Schrauben 1992Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Students' perceptions around the use of Kahoot! may be influenced by their background, which should be considered when interpreting findings.

“Second, the students' perceptions around the use of Kahoot! may be influenced by their background, and thus, this is to be considered when interpreting our findings.”

Probably not a substantial claim: may not pass S2 (checkable).

The results of the present study provide guidelines as to when and for how long Kahoot! can be a useful learning tool.

“From an applied perspective, and particularly towards improving lecture practice, the results of the present study also provide guidelines as to when and for how long Kahoot!can be a useful learning tool.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Such use of Kahoot! may not represent all possible scenarios, so students' perception may vary given other experiences with the tool.

“Such use of Kahoot! may not represent all possible scenarios, and thus, students' perception may vary given other experiences with the tool.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

The findings of this study reflect high transferability and auditability, as lessons learned can be useful in similar GSRSs contexts and can be successfully implemented into university lectures in the future.

“The findings of this study also reflect high transferability and auditability (Daniel 2018), as the lessons learned from this work can be useful in similar GSRSs contexts (e.g.Socrative, Quizlet and Buzz!) and can be successfully implemented into university lectures in the future.”

• cites Daniel 2018 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

As student assessment approaches, Kahoot! may play more of a supporting role in the revision process as students may focus more on studying lecture content than interacting with other students and the lecturer.

“However, as student assessment approaches, Kahoot! may play more of a supporting role in the revision process as students may focus more on studying lecture content than interacting with other students and the lecturer.”

May combine two claims.

The use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond conventional classrooms.

“Our findings suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms.”

May combine two claims.

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).”

• cites Méndez and Slisko 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Plump and LaRosa 2017 sourceNot checked — no full text of the source
• cites Wang 2015 sourceNot checked — no full text of the source

May combine two claims.

While the evidence is positive for informing pedagogy and identifying suitable contexts for games and gamification, challenges are still likely to remain in terms of time needed to learn and setup technologies, creating appropriate content, and providing students with useful and timely feedback.

“While our evidence here is positive for informing pedagogy, and particularly in terms of identifying the suitable contexts for which the use of games and gamification are beneficial, challenges are still likely to remain in terms of the time needed to learn and setup these technologies, creating appropriate content, and providing students with useful and timely feedback.”

Classified as probably not a substantial claim.

This study attempted to show rigour by employing a systematic procedure for data coding and thematic extraction that researchers can follow in the future.

“In terms of our methodological contributions in this work, this study attempted to show rigour by employing a systematic procedure for data coding and thematic extraction that researchers can follow in the future (Cope 2014).”

• cites Cope 2014 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The authors were not able to quantitatively examine differences between Kahoot! and traditional teaching methods with the data collected.

“However, we were not able to quantitatively examine such differences with the data collected; we hope to do so in future work.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The authors carefully considered how Kahoot! was used to stimulate classroom dynamics, engagement, motivation, and learning, and believe their approach was exhaustive.

“That said, we have carefully considered how Kahoot! was used with a view of stimulating classroom dynamics, students' engagement and motivation, and ultimately, their learning, and so we believe our approach to the use of this tool was exhaustive.”

May combine two claims.

This confirmation suggests that Kahoot!, and the use of games and gamification in general, have a positive influence on classroom dynamics, students' engagement and motivation, and ultimately, their learning.

“This confirmation suggests that Kahoot!, and the use of games and gamification in general, have a positive influence on classroom dynamics, students' engagement and motivation, and ultimately, their learning.”

May combine two claims.

The study's sample is relatively small, so its outcomes may not generalise to all lecture environments.

“Firstly, our sample is relatively small, and thus, our outcomes may not generalise to all lecture environments.”