The DOI matches its Crossref record; 69 of the 76 references it cites were found in a registry or an index; 1 of the 51 sources its claims cite were checked for support.
Students’ perception of Kahoot!’s influence on teaching and learning
Open accessAbstract
Technology is being increasingly integrated into teaching environments in view of enhancing students’ engagement and motivation. In particular, game-based student response systems have been found to foster students’ engagement, enhance classroom dynamics and improve overall students’ learning experience. This article presents outcomes of research that examined students’ experience using a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. We conducted semi-structured interviews with students to learn about the extent to which Kahoot! influence classroom dynamics, motivation and students’ learning process. 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. 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. 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.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This qualitative case study examined university students’ perceptions of Kahoot! in a third-year Information Systems Strategy and Governance course, finding that students reported positive effects on classroom dynamics, engagement, motivation, and learning. Kahoot! was seen as especially useful for attention, interaction, revision, and post-game discussion, though fun could sometimes distract from learning.
Key findings
- All 14 participants reported that Kahoot! positively impacted engagement, and 13 of 14 said it increased their interaction and involvement in lectures.
- All 14 described Kahoot! as having a positive influence on their learning experience; 9 of 14 called it a useful learning tool, and 12 of 14 saw it as a useful revision tool.
- Kahoot! supported attention and focus: 9 of 14 highlighted having a break during lectures, while 10 of 14 described staying focused in a 2-hour lecture as challenging.
- Fun and enjoyment was identified in 12 of 14 participants; 11 participants indicated that discussion generated by Kahoot! was often where the most valuable learning took place.
Methods
- Qualitative explorative case study using semi-structured interviews with 14 students (10 male, 4 female) from 48 students enrolled in a third-year Information Systems Strategy and Governance course at a New Zealand research-intensive university.
- Kahoot! was used in four ways across seven of 13 lectures, averaging about 30 minutes; students played seven staff-created Kahoot!s and nine student-created Kahoot!s.
- Interviews lasted 15–20 minutes and were transcribed verbatim, then analysed using inductive content analysis with open, axial, and selective coding to identify themes related to classroom dynamics, engagement, motivation, and learning.
Limitations
- The paper states the sample is relatively small, so outcomes may not generalise to all lecture environments, though the authors believe theoretical saturation supports generalisation to third-year Information Science students.
- The paper states students’ perceptions may be influenced by their background, and that Kahoot! use in four ways across seven lectures plus nine student-created Kahoot!s may not represent all possible scenarios.
- The paper states the qualitative design limits generalisability beyond the lessons learned; the text also makes evident that the study did not quantitatively examine learning differences, as the authors note they “were not able to quantitatively examine such differences with the data collected.”
Model-written summary. Check it against the paper before relying on it.
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Claims the paper makes
83 Own result · 24 No full text of the sources · 18 Own interpretation · 10 No basis given · 9 Sources not found · 9 Own method · 3 Not checked yet · 1 Partly supported · accuracy not yet measured
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All 14 participants reported that Kahoot!positively impacted engagement in the class, and 13 of the 14 participants said that Kahoot!increased their interaction and involvement in the lectures.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Interaction and engagement
plainstates a causen = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The deployment of Kahoot! also motivated students to closely examine lecture material in order to prepare for the Kahoot! and answer questions correctly.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Attention
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Moreover, the theme of fun and enjoyment was identified in the responses of 12 of the 14 participants.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Results
plainn = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our analysis revealed that 9/14 participants highlighted the importance of having a break during lectures in order to balance and sustain a desirable level of attention during lectures.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Having a break
plainn = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our analysis suggest that Kahoot!gave students more opportunities to interact and engage with the lecturer, peers and lecture content by providing a fun platform on which to engage.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Interaction and engagement
hedgedstates a causen = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They reported that Kahoot!facilitated breaks in positive ways.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Having a break
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All participants (14) seem to agree that the use of Kahoot! triggered positive attention and focus in the classroom.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Attention and focus
hedgedstates a causen = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Three of the themes extracted from the data (i.e.attention and focus, interaction and engagement, and learning and retention of knowledge) were prevalent in the responses of the 14 participants.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Results
plainn = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While the use of Kahoot! itself was an enjoyable activity, students said that Kahoot!s motivated them to pay attention during the lecture.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Attention
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Findings from the analysis revealed four major themes related to students' experience in the use of Kahoot! in the classroom: (1) attention and focus, (2) interaction and engagement, (3) learning and retention of knowledge and (4) fun and enjoyment.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Results
plainn = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 65
- Probably not a substantial claim. 28
The cited sources support only part of this claim — read each source’s verdict below.
In the 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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
What the sources say
- Partly supportedcites Ismail and Mohammad 2017 sourceExperimental — accuracy not yet measured
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)
- Not matchedcites Méndez and Slisko 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Plump and LaRosa 2017 source
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Ten of the 14 respondents described staying focused in a 2-h lecture as challenging, with some describing the experience as tedious or boring.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Having a break
plainn = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Having a break
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Participants referred to Kahoot! as a unique lecture experience that is enjoyable and stimulating to learning.”
§ Students' perception of Kahoot!'s influence on teaching and learning > A point of difference
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Abstract
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Fun and enjoyment was an unexpected theme and explains the feeling of leisure and enjoyable distraction that was experienced by students.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Results
plainstates a causen = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Abstract
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students felt that Kahoot!captured their focus (or attention) and interest during the course but was also timely for allowing breaks.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ2. Does the use of Kahoot! influence students' engagement, and how?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Revision
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Regarding knowledge retention, respondents appreciated that it was a quick and simple way to refresh their memory and continue to engage with the material.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Increasing and retaining knowledge
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Participants felt strongly that Kahoot! could be used for revision, with 12 participants seeing Kahoot! as a useful revision tool.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Revision
boostedn = 12- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Interaction and discussion
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Findings also suggested that the employment of Kahoot! led to excessive competition among students and to some extent, invoked negative feelings.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ1. How does Kahoot! influence classroom dynamics?
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In particular, students enjoyed Kahoot!s that were relevant to the course, explored complex concepts and offered insight into applications of theory.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Learning and knowledge retention
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Discussion
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Discussion
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Key benefits that participants discussed were how Kahoot!s aided revision, generated discussion and helped them to retain knowledge.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Learning and knowledge retention
plainstates a causen = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Kahoot!fostered wider and active student participation, and yet provided students with the opportunity to retain their most desirable personal choice of participation.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Interaction and discussion
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Revision
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also seems to have been an icebreaker for many students, encouraging them to interact with their peers.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Competition
hedgedstates a possible causen = 9- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ2. Does the use of Kahoot! influence students' engagement, and how?
boostedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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!.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Increasing and retaining knowledge
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Fun and enjoyment
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Competition
plainstates a causen = 9- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Fun and enjoyment
plainn = 2- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our outcomes show that Kahoot!motivated students to be engaged, and encourage interaction in the classroom (both student-student and student-lecturer).”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They also felt that Kahoot!s involving guessing were purely for the sake of having fun and did not contribute to their learning.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Fun and enjoyment
plain- Asserted: fails — The authors may not put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They stated that engaging with Kahoot! during lectures helped them not only to remember previously covered material but to understand new perspectives.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Learning and knowledge retention
plainstates a causen = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Nine participants discussed the competitive element of Kahoot! in relation to their interaction and engagement.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Competition
plainstates an associationn = 9- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also helped in creating a learning experience that was described as”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ1. How does Kahoot! influence classroom dynamics?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Participants said they enjoyed the game, they liked the use of it in class and they enjoyed the course because of the Kahoot!.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Fun and enjoyment
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Kahoot!not only increases learning and the desire to remember lecture content during revision, but increases knowledge retention over the course of the lecture”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
What the sources say
- Not checked — no full text of the sourcecites Wang's (2015) source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
What the sources say
- Not checked — no full text of the sourcecites Papastergiou's (2009) source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also helped in creating a learning experience that was described as "fun", which contributed to useful classroom engagement dynamics.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Conclusion
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our outcomes show that Kahoot!motivated students to be engaged and encourage interaction in the classroom.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Conclusion
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students felt that Kahoot!captured their focus and interest during the course, but was also timely for allowing breaks.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Interestingly, the Likert scales were also not always consistent with students' open-ended comments (Wang 2015).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Background
What the sources say
- Not checked — no full text of the sourcecites Wang 2015 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Data processing and analysis
What the sources say
- Not checked — no full text of the sourcecites Patton 1990
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Background
What the sources say
- Not matchedcites Méndez and Slisko 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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”
§ Students' perception of Kahoot!'s influence on teaching and learning > Introduction
What the sources say
- Not checked — no full text of the sourcecites Barrio et al. 2016 source
- Not checked — no full text of the sourcecites Wang and Lieberoth 2016
- Not checked — no full text of the sourcecites Cheong et al. 2013
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Background
What the sources say
- Not checked — no full text of the sourcecites Papastergiou (2009) source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Data processing and analysis
plainn = 14- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“GSRSs enhance students' attention, motivation, engagement and enjoyment beyond traditional methods (Barrio et al. 2016;Wang and Lieberoth 2016).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Introduction
What the sources say
- Not checked — no full text of the sourcecites Barrio et al. 2016 source
- Not checked — no full text of the sourcecites Wang and Lieberoth 2016
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the 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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Introduction
What the sources say
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“The student points system was the strongest predictor of engagement as students' reported an increase in their pulse.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Background
What the sources say
- Not checked — no full text of the sourcecites Wang and Lieberoth (2016)
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Abstract
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Students' responses to the interviews were transcribed by the fourth author, i.e. verbatim.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Data processing and analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Games can enhance positive classroom dynamics (Rosas et al. 2003) and improve students' interactions with their peers and lecturers.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Background
What the sources say
- Not checked — no full text of the sourcecites Rosas et al. 2003 source
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Background
What the sources say
- Not checked — no full text of the sourcecites Wang and Lieberoth (2016)
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“However, overall, the presence of audio increased student motivation and classroom dynamics, above and beyond that of the points system.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Background
What the sources say
- Not checked — no full text of the sourcecites Wang and Lieberoth (2016)
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Introduction
What the sources say
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“These transcripts were then verified by the first author.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Data processing and analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This in turn motivated students to engage with the lecturer, peers and lecture content.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Fun and enjoyment
boostedstates a causen = 2- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ2. Does the use of Kahoot! influence students' engagement, and how?
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ2. Does the use of Kahoot! influence students' engagement, and how?
What the sources say
- Not checked — no full text of the sourcecites Kiili 2005 source
- Not matchedcites Ke 2009;Papastergiou 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ1. How does Kahoot! influence classroom dynamics?
What the sources say
- Not matchedcites Plump and LaRosa 2017;Wang 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ1. How does Kahoot! influence classroom dynamics?
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Discussion
What the sources say
- Not matchedcites Licorish et al. 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Discussion
What the sources say
- Not matchedcites Gagné 1985;Gagné and Driscoll 1988
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Discussion
What the sources say
- Not matchedcites Martin 2008;Pintrich and Schrauben 1992
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Limitations
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Such use of Kahoot! may not represent all possible scenarios, and thus, students' perception may vary given other experiences with the tool.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Limitations
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
What the sources say
- Not checked — no full text of the sourcecites Daniel 2018 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > RQ3. In what ways does the use of Kahoot! influence students' motivation towards learning?
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Conclusion
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the 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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
What the sources say
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
What the sources say
- Not checked — no full text of the sourcecites Cope 2014 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“However, we were not able to quantitatively examine such differences with the data collected; we hope to do so in future work.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Implications and future work
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Firstly, our sample is relatively small, and thus, our outcomes may not generalise to all lecture environments.”
§ Students' perception of Kahoot!'s influence on teaching and learning > Limitations
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
Likert-driven quantitative measures often provide insights into a phenomenon (what students think) rather than the depth (how students experience the phenomenon).
“In addition, Likert-driven quantitative measures often provide insights into a phenomenon (what students think) rather than the depth (how students experience the phenomenon).”
The paper relies on this without support.
Kahoot! is rarely researched in the university setting.
“The fact that Kahoot! is rarely researched in the university setting is also noteworthy, as at this level students are often more likely to be vocal in their learning experience.”
The paper relies on this without support.
University students are often more likely to be vocal in their learning experience.
“The fact that Kahoot! is rarely researched in the university setting is also noteworthy, as at this level students are often more likely to be vocal in their learning experience.”
The paper relies on this without support.
The effectiveness of GSRSs depends on whether students perceive the games as appealing, accessible, useful and of high quality.
“In addition to enriching learning, the effectiveness of GSRSs depends on whether students perceive the games as appealing, accessible, useful and of high quality.”
The paper relies on this without support.
There was a conflict in previous research as to whether GSRSs, namely Kahoot!, improved student learning and retention.
“However, there remained a conflict in previous research as to whether GSRSs, namely Kahoot!, improved student learning and retention.”
The paper relies on this without support.
Students' self-reported experiences in interviews accurately reflect Kahoot!'s influence on classroom dynamics, engagement, motivation and learning.
“The questions were focused on understanding students' experiences using Kahoot! and the tool's influence on classroom dynamics, their engagement, motivation and learning.”
The paper relies on this without support.
Kahoot! use, rather than other aspects of the course or novelty, caused the reported changes in attention, engagement, motivation and learning.
“Our aim was to examine the extent to which Kahoot! influenced classroom dynamics, students' engagement, motivation and learning (in answering RQ1-RQ4).”
The paper relies on this without support.
Positive reports about Kahoot! were largely derived through quantitative means and rarely focus on university students.
“Notwithstanding the positive reports about Kahoot!, these outcomes were largely derived through quantitative means and rarely focus on university students.”
The paper relies on this without support.
Kahoot! fosters motivation and engagement through gamification, where teachers can provide real-time feedback and adapt teaching activities based on students' responses to quizzes.
“One such GSRS, Kahoot!, fosters motivation and engagement through gamification, where teachers are able to provide real-time feedback to students, and to some extent adapt teaching activities based on students' responses to quizzes.”
The paper relies on this without support.
Students are afforded anonymity when playing Kahoot!, which reduces the risk of their privacy being compromised.
“Students are also afforded anonymity when playing Kahoot!, which reduces the risk of their privacy being compromised.”
The paper relies on this without support.
Kahoot! incorporates social media, enabling students to create, share and exchange content with others in the class, and hence fosters a sense of community.
“Furthermore, because Kahoot! incorporates social media, it enables students to create, share and exchange content with others in the class, and hence fosters a sense of community.”
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Metadata
- Authors
- Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L.
- Affiliations
- University of Otago (NZ)
- Corresponding author
- Licorish, Sherlock A.
- Venue
- Research and Practice in Technology Enhanced Learning
- Published
- 2018-07-21
- Volume
- 13
- Issue
- 1
- ISSN
- 1793-2068 (ISSN-L)
- 1793-7078
- OpenAlex
- W2884134486
- Semantic Scholar
- b7b5920a868f02dad92b70bd3b5e2d02ac510139
- Cited by
- 521
- References
- 76
- Citations by year
- 2026: 23 · 2025: 49 · 2024: 80 · 2023: 99 · 2022: 95 · 2021: 115 · 2020: 38 · 2019: 21 · 2018: 1
- FWCI
- 84.10
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Research and Practice in Technology Enhanced Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- University of Otago (UTDG for 2017)
- 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, gamification, clickers, student engagement, student motivation, classroom dynamics, learning experience, information systems education, student perceptions, feedback
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-13, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-13 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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