Game-based versus to non-game-based: The impact of student response systems on students' achievements, engagements and test anxieties
Open accessAbstract
The use of different tools in the field of education has become widespread with the developments in technology. Online student response systems are one of these tools. Online student response systems have been used for many years. In the last couple of years, game items have been added, and game-based online student response systems have started to be used. In this context, this study aims to find out the effects of online student response systems both with and without being based on games on the achievements, engagements, and test anxiety levels of students. The study group consists of 46 seventh grade students (Control, 23; Experimental, 23). This study was conducted by using a quasi-experimental design with pre-test and post-test groups. The topics in the "living democracy" chapter of social studies course were taught for four weeks by using the online student response system named Socrative for the control group and the online game-based student response system called Kahoot for the experimental group. The results of the study showed that game-based student response systems increase the achievement and engagement and decrease the test anxiety level when compared to non-game-based student response systems. In this direction, it may be suggested to use online game-based student response systems on different topics of social studies courses.
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A quasi-experiment with 46 eighth-graders in Turkey found that the group using Kahoot! performed significantly better on the post-test (67.39) than the group using Socrative (58.70), p = .030.
“The results of the experiment showed that the group using Kahoot!performed significantly better on the post-test (67.39 for Kahoot! and 58.70 for Socrative), which is statistically significant (p ¼ .030).”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Turan & Meral, 2018
The achievement-results section reports the stated post-test means (67.39 for Kahoot and 58.70 for Socrative) and significant difference (p = .030). The Study Group and Method sections confirm a quasi-experiment with 46 students in Turkey, but they identify the participants as seventh-graders, not eighth-graders. (LLM, conf=0.94)
Experimental — accuracy not yet measuredStudent anxiety can be decreased through having the option to be anonymous both to fellow students and the teacher through the use of nicknames.
“At the same time, student anxiety can be decreased through having the option to be anonymous both to fellow students and the teacher through the use of nicknames”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Turan & Meral, 2018
The Results section reports lower test-anxiety scores for students using the game-based response system than for those using the non-game-based system. The Discussion suggests engagement and other possible explanations, but our copy does not link the reduction to anonymity from classmates or the teacher, or mention nicknames (searched: anonymous, nicknames, anonymity). (LLM, conf=0.87)
Experimental — accuracy not yet measuredIn that study, the anxiety score for Socrative was 2.238 and for Kahoot! was 1.871, where a lower value represents less anxiety.
“The anxiety score for Socrative was 2.238, and for Kahoot! it was 1.871, where a lower value represents less anxiety.”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Turan & Meral, 2018
Students using Kahoot! were significantly more engaged than students using Socrative (Turan & Meral, 2018).
“students using Kahoot!were significantly more engaged than students using Socrative (Turan & Meral, 2018)”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Turan & Meral, 2018
A study comparing Socrative with Kahoot! among 46 seventh graders in Turkey found a statistically significant difference in anxiety scores for Kahoot! compared to Socrative (p = .014).
“In a study comparing the use of the student response system Socrative with Kahoot! among 46 seventh graders in Turkey, it was found that there was a statistically significant difference in the anxiety scores for Kahoot!compared to Socrative (p ¼ .014)(Turan & Meral, 2018).”
From The effect of using Kahoot! for learning – A literature review (2020) · cites this paper as Turan & Meral, 2018
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Alimatussa’diyah, A., Putri, C. O., & Pangkat Mondiana, S. (2022) · Jurnal Skripta · doi:10.31316/skripta.v8i1.2756 · Cited by 1 · see citing works
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Institut pro psychologický výzkum Fakulty sociálních studií Masarykovy univerzity, C. R., Jabůrek, M., Portešová, Š., Straka, O., & Palíšek, P. (2023) · E-psychologie · doi:10.29364/epsy.472 · Cited by 1 · see citing works
Game-Based Student Response System Applied to Soil Mechanics and Foundations
Requena-García-Cruz, M.-V., Romero-Sánchez, E., & Morales‐Esteban, A. (2021) · Advances in intelligent systems and computing · doi:10.1007/978-3-030-87872-6_28
Effective practices and technologies for online behavior management of school-aged students
Barbetta, P. M. (2022) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2022.2028714
ВИКЛАДАННЯ ДИСЦИПЛІН ГОСПОДАРСЬКО-ПРАВОВОГО ЦИКЛУ В УМОВАХ ДИСТАНЦІЙНОГО ТА ЗМІШАНОГО НАВЧАННЯ
Bobkova, A., Серебрякова, Ю. О., Lypnytska, Y. O., Novoshytska, V., & Lekhkodukh, I. (2024) · Law Journal of Donbass · doi:10.32782/2523-4269-2024-86-91-101
Zhou, Y., Mao, Z., Zeng, Y., Li, W., & Ding, Y. (2024) · doi:10.31234/osf.io/r6u9a
Assessing the influence of gamification on student motivation in English language acquisition
Diana, R., Kassymova, G. K., Issaliyeva, S., Nursultan, M., & Orynbayeva, A. (2025) · Muallim Journal of Social Science and Humanities · doi:10.33306/mjssh/304
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Totonchilar, S., Khorammakan, R., Yazdi, N. A., & Aghamohammadi, M. (2026) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_873_25
Exploring the implementation of Curriculum resources by K-12 English teachers in Türkiye
Kırkgöz, Y. (2026) · Curriculum Perspectives · doi:10.1007/s41297-026-00324-2
Effectiveness of Araling Panlipunan Resource Gamified Online System (ARGOS) Using Wordwall.net
Benjamin, R. M., & Santos, J. M. (2026) · Journal of Educational Technology Systems · doi:10.1177/00472395261472796
Keskin, A. Y., & Molu, B. (2026) · Hemşirelik Bilimi Dergisi · doi:10.54189/hbd.1805975
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- Authors
- TURAN, Z., & MERAL, E.
- Affiliations
- Atatürk University (TR)
- Venue
- Informatics in Education
- Publisher
- Vilnius University Press
- Published
- 2018-04-14
- Volume
- 17
- Issue
- 1
- Pages
- 105-116
- ISSN
- 1648-5831 (ISSN-L)
- 2335-8971
- OpenAlex
- W2799981933
- Cited by
- 78
- References
- 36
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 7 · 2023: 14 · 2022: 13 · 2021: 20 · 2020: 9 · 2019: 2 · 2018: 1
- FWCI
- 15.70
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Informatics in Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Education and Technology Integration
- Keywords
- game-based learning, Kahoot, Socrative, academic performance, student engagement, test anxiety, social studies education, seventh grade students
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