Kahoot: A Promising Tool for Formative Assessment in Medical Education
Open accessAbstract
Introduction:The main purpose of formative assessment is to improve students' learning and it should be seen as a part of the learning process.Game-based learning has become more common in the education and one of the emerging game-based learning platform used in education institutions is Kahoot.This paper investigated the perception of students towards Kahoot as a formative assessment tool in undergraduate medical education and its association with gender.Methods: A cross-sectional study was carried out on first year medical students in a Malaysian public medical school.The study employed a survey that consists of 12 items through Kahoot survey platform.Result: A total of 113 subjects participated in this study; majority was female (68.1%) and Malay (58.4%).The students highly perceived Kahoot as fun, effective and better than e-learning platform for feedback as its median score was 4. The rest of items were satisfactorily perceived by the students as indicated by the score of 3 except for simplifying complex subjects that obtained unsatisfactory level.There were significant median score differences between male and female students for motivation and perceived knowledge retention, whereby males scored higher than females (p < 0.05).Conclusion: Kahoot is a promising formative assessment tool that is feasible, practical and makes learning fun and enjoyable.It can be used to motivate students to learn.However, Kahoot was not the best tool to simplify complex subjects as perceived by medical students.
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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.”
From Students’ perception of Kahoot!’s influence on teaching and learning (2018) · cites this paper as Ismail and Mohammad 2017
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)
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The effect of using Kahoot! for learning – A literature review
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Students’ perception of Kahoot!’s influence on teaching and learning
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- Authors
- Department of Medical Education, S. M. S., Ismail, M. A.-A., Mohammad, J. A.-M., & Department of Medical Education, S. M. S.
- Affiliations
- Universiti Sains Malaysia (MY)
- Venue
- Education in Medicine Journal
- Publisher
- Universiti Sains Malaysia
- Published
- 2017
- Volume
- 9
- Issue
- 2
- Pages
- 19-26
- ISSN
- 2180-1932 (ISSN-L)
- OpenAlex
- W4237479799
- Cited by
- 159
- References
- 5
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 20 · 2023: 24 · 2022: 28 · 2021: 29 · 2020: 24 · 2019: 17 · 2018: 5
- FWCI
- 25.48
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Education in Medicine Journal (publishedVersion)
- Funders
- Universiti Sains Malaysia
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- Kahoot, formative assessment, game-based learning, medical students, student perceptions, gender differences, student motivation, knowledge retention, undergraduate medical education, gamification
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