social problem solving kahoot

71+ Free Social Problem-Solving Scenarios

Do you have kiddos who struggle with their social problem-solving skills? Teach your students the simple process of how to solve a problem along with having them review how well their solution worked or didn’t work.

Learning to problem solve is an essential skill that is used not only throughout childhood but also into adulthood. Social problem solving is the ability to change or adapt to undesirable situations that arise throughout our day. On a daily basis, a child will encounter social problems that they will need to solve. Anything from arguing with another student, to hurting a friend’s feelings, to having a difficult conversation, or working with others.

Start with Small Problems

Many of the “problems” children encounter are often small problems which the child may be over-reacting to, such as wanting a different coloring crayon or wanting to be first in line, however, these small problems are still very real to the child. Practicing problem-solving with these small problems can be a great learning opportunity. Children can practice problem-solving with a small problem which can help them learn how to handle bigger problems in the future.

Problem Solving Importance

Social problem-solving skills are critical to a child’s social interactions, personal and professional relationships. A child’s ability to handle change, cope with stress, and handle challenges improves with a child’s ability to successfully solve social problems.

The ultimate goal is that the child will be able to solve social problems all on their own, but until they can independently solve a problem they will need to learn how to communicate and self-advocate to positively solve their problems.  

Students with Autism Problem Solving

Students with autism and other social challenges need to learn to problem solve as well. These social problem-solving skills will help them throughout their childhood and into their adulthood. Children can be taught how to problem solve through a guided process of breaking down the problem and using simple steps to solve the problem. Learning specific steps to problem-solving can allow children to remember how to solve a problem when they become overwhelmed or stressed. Although learning to solve a problem independently can take some time and practice it is well worth the investment to have a child who can eventually solve most social situations in a positive manner on their own.

Make Problem Solving Easier with this Freebie!

Download yours today to get started.

Problem Solving Form

Teach your students the 4 steps to becoming a social problem-solver.

• Identify the problem. For instance, start by having your student identify the social problem.
• Create three solutions. Also, have your student come up with three different solutions that they could use to solve the problem that they identified.
• Identify the consequences. Then, identify the consequence for each individual solution.
• Pick the best solution.  Lastly, have your student identify which of their three solutions is the best choice Then have your student put into words why they think that solution is the best solution.

What we learnt about solving problems is don't freak out, if one thing doesn't work , try something else out. And work together as a team. #melthammathsweek #MELTHAMPUPILVOICE @problemsolveit pic.twitter.com/iVm1Im4Aue — yr6melthamce (@yr6melthamce) February 4, 2019

Problem Solving Review Form

After your students go through the social problem-solver have them use the social problem-solving review form.

• What happened.  For instance, after your student tried their solution have them explain what happened next.
• Review the results. Also, have your student identify whether or not their solution got them the results they wanted.
• Use this solution again. Furthermore, have your student identify whether or not they would use this solution again in the future to solve the same or similar problem.
• What would you do differently? Finally, have your student explain what they would do differently if they didn’t get the results they wanted or if they wouldn’t use that solution again in the future.

71+ Social Problem Scenarios + 6 Blank Scenarios

Use the 71 social problem-solving scenarios to have your students get great experience practicing how to solve a social problem. Also, included are 6 blank scenarios. Then laminate them so you can use them over and over again. Therefore, create social problems that the student experiences and needs help solving.

Wordless Video teaching Problem Solving

Watch this super cute wordless animation with your students and have them discuss the problem they see and how to best solve the problem.

Use this as a fun practice example to get your students started towards learning how to problem-solve.

Demonstrate Through Modeling

• Model and discuss empathy. First and foremost, children need to understand how another person might be feeling in a given situation in order to become a good social problem solver. The student needs to learn how to “stand in someone else’s shoes” for a little bit. One way you can work on this skill is during the reading time you can focus on how a particular character in the story might be feeling. Ask questions, such as, “How do they feel right now? How would you feel in that same situation? Why do you think they feel that way?”, etc.
• Model problem-solving skills as the teacher. When you are faced with a problem you can solve the problem by thinking aloud for the students to hear how you solve a problem. You can state the problem, then come up with possible solutions, then identify the possible consequences to each solution, then pick and explain why a solution is the best option. For example, you could say, “I was hoping to take the class outside for a stress walk around the track before the reading test, but the problem is that it is raining outside. I could still take you outside, but then you will get wet, or we could walk the halls, but then we’d have to be really quiet because there are other classes learning, or we could just skip the walk and take the reading test, but then you might not do as well on the test. I think based on all of those solutions the best solution will be to walk the hallway, but you guys will have to promise to be quiet so that we don’t disrupt other classes. Modeling the problem-solving process can be very helpful for the students to watch, observe, and later implement themselves.

Teach Communication

• Have students communicate how they are feeling . Teaching your students to share their emotions in a respectful way can improve their ability to problem-solve. Have students use an “I” sentence frame, such as, “I feel _____ (insert feeling word) when _____ (identify what made you feel that way).” For example, “I felt sad when Jackson broke my favorite pencil” or “I was mad when I wasn’t picked to be first in line. “This way students can communicate how they are feeling using honest and open communication. Teaching students to appropriately communicate their emotions can help solve some social problems from the beginning.

Encourage Independency

• Encourage your student to problem solve. If your student is struggling to problem solve independently encourage them to do so using open-ended questions, such as “How could you fix this problem?” “What would be a fair solution?” “What would happen if you used that solution?”, etc.
• Let the student try to problem solve independently. Give your students the space to try and solve their own problems using the guided strategies. Try not to come running to their rescue for every little problem. Some problems are small and a great opportunity for the student to learn and practice. If an adult does all of the problem solving for a student then what are they really learning. Give your students the time and space they need to practice solving small problems on their own. Of course, if it is a bigger or more serious problem then have an adult help guide the problem-solving process.
• Tell an adult. Remind your students that there are still some problems that are too big for them to solve on their own and that it is okay to get help from an adult to solve big problems. For example, if the student doesn’t feel safe, someone is being hurt physically or emotionally, or if they tried to solve a problem independently but it didn’t work and they need help. Let them know that it’s okay to tell an adult.

Teach How to Disagree and How to Make Up

• Discuss how to disagree respectfully. Remind your student that they won’t always agree with their teacher, friends, classmate, or parents and that’s okay. Even the people we like might have different opinions, interests, and likes than we do. However, even if we disagree with someone we should still treat them with respect. Treating someone with respect means to not call them names, ignore them, yell or hit them. It means that you do try to create solutions that both parties can agree with and to apologize when we hurt others’ feelings.
• Role-play how to make up. Practice in everyday life how to make up after a social problem .

Get your free social problem solver today!

I hope you and your students love this freebie!

Students are really having to stretch their brains today. It's @NSPCC #NumberDay and @problemsolveit are challenging Y9 and 10 to solve the escape room boxes. It's not as easy as it looks! The promise of a few sweet treats for the winners seems to be helping though! pic.twitter.com/AxRRJnJIv2 — CongletonHS (@CongletonHS) February 2, 2018

Have your students use task card scenarios to help them identify how they and others might feel in different social scenarios. Be sure to discuss the problem, identify possible solutions, identify the consequences of those possible solutions, and then based on those consequences pick the best solution. Make social problem-solving a game by telling the students that they are social detectives and that it is their job to use what they know about social rules to help them identify the possible and best solutions. Start practicing today with 71+ free social problem social task cards! Do your students need more practice? Be sure to check out my other freebie for 31 wordless animated videos to teach problem-solving and so much more.

Get More Problem Solving Time Saving Materials

Next, be sure to check out the following time-saving materials to continue to teach your students how to solve their social problems in addition to this freebie.

Weekly Social Pragmatics Homework

• Weekly problem-solving.   Send home a  weekly homework page  that includes a problem-solving scenario plus an idiom and a conversational practice scenario.

Restorative Justice Problem Solving Flip Book

• Restorative justice graphic visual.  Use this graphic visual to help your student  restore a social relationship  after a social problem.

Self-Advocating Role-Play Scenarios

• Self-advocating in high school.  Teach your high schoolers the process to  self-advocate  for what they need.

5th-12th Grade Life Skills Problem Solving

• Life skills problem-solving.  In addition, this  life skills differentiated bundle  includes a problem-solving lesson plan.

I recommend you read Problem Solving Wheel: Help Kids Solve Their Own Problems , 61+ Free Fillable SLP Planner Pages 2020-2021 , 430+ Free Multisyllabic Words List Activity Bundle , or 432+ Free IEP Goal Bank to Save You Time posts because they include freebies as well and who doesn’t want more freebies!

Got questions? Leave a comment. Let’s chat!

Monday 30th of January 2023

Hello! I have entered my name and email twice (yesterday & today) to receive to 71+ Free Social Problem-Solving Senarios, but I have not received anything yet. Not even an email back to mine in order to subcribe. Thanks for your help! Tracy

Melissa Berg

Tuesday 31st of January 2023

Hi Tracy, Thanks so much for reaching out! Sorry about that. We went ahead and sent you an email with the PDF attached. Wishing you all my best, Melissa

Problem Solving Skills

Tuesday 30th of August 2022

I truly love your site. Excellent colors, theme and writing. Thanks for sharing.

Laura Ricca

Monday 11th of April 2022

Tuesday 12th of April 2022

Hi Laura, I'm glad you found this resource helpful. Melissa

Modified Mental Health and Suicide Prevention - Speech Therapy Store

Monday 11th of May 2020

[…] 71+ FREE SOCIAL PROBLEM-SOLVING SCENARIOS […]

Problem Solving Wheel: Help Kids Solve Their Own Problems - Speech Therapy Store

Monday 4th of May 2020

[…] 71+ Free Social Problem Solving Task Cards Scenarios […]

• Open access
• Published: 21 July 2018

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

• Sherlock A. Licorish   ORCID: orcid.org/0000-0001-7318-2421 1 ,
• Helen E. Owen 2 ,
• Ben Daniel 3 &
• Jade Li George 1  

Research and Practice in Technology Enhanced Learning volume  13 , Article number:  9 ( 2018 ) Cite this article

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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.

Introduction

The rapid increase in the availability and affordability of interactive technologies has contributed to the adoption of games in instructional science and higher education teaching to foster collaborative learning, exploration and discovery (e.g. Ebner and Holzinger 2007 ; Papastergiou 2009 ). Students are eager to experiment with different technologies to support their learning, largely because they are skilled in the use of mobile technology and enjoy using applications and games designed for such devices (Prensky 2001 ). 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 ; Roehl et al. 2013 ).

Indeed, in New Zealand universities, maintaining students’ attention and engagement can be difficult in Information Science lectures, as the classes can be teacher-centred, with limited student participation and on-task peer interaction. Lecturers usually have limited awareness of students’ knowledge base at both an individual or even class level (Exeter et al. 2010 ). Consequently, students become increasingly bored and engage in off-task behaviour, such as doodling on their lecture notes and using social media on their mobiles and laptops. It is plausible that integrating GSRSs in lectures to test and teach students’ course knowledge will increase their engagement and learning and increase on-task mobile use behaviour.

Furthermore, according to the socio-cultural phenomenon known as the “Tall Poppy syndrome” (Feather 1989 ), New Zealand (and Australian) students are reticent to demonstrate their knowledge, ask and answer questions posed by the lecturer publically for fear of being perceived as attention-seeking and boastful by others, and ostracised by their peers (Tapper 2014 ). To conform to the social norms prescribed by the lecture environment, students rarely ask public questions and prefer to remain anonymous, particularly in large lectures (Exeter et al. 2010 ), thus likely reducing student engagement. Such an environment that supports the social ostracism of “tall poppies” (or high academic achievers) increases individual’s decision-making avoidance (Dediu 2015 ), which may also negatively impact on deep learning. However, GSRSs’ use allows students to remain anonymous while interacting with others and acquiring new knowledge (e.g. Wang 2015 ).

The use of educational games as learning tools (e.g. video games) is found to support the development of students’ cognitive, motivational, emotional and social outlook (e.g. Papastergiou 2009 ; Siegle 2015 ). However, they are better suited to smaller classrooms with elementary and high school students (see, for instance, Jui-Mei et al. 2011 ) rather than university students who have to achieve specific learning outcomes through course work delivered in medium to large lectures. Footnote 1 Thus, in the present study, we distinguish between game-based learning, a pedagogical approach in which games are used to achieve educational outcomes through incidental learning, and gamification techniques, an integration of game elements in non-gaming systems (e.g. SRSs), which engage students and improve the experiential nature of active, intentional learning (Deterding et al. 2011 ; Ebner and Holzinger 2007 ; Huotari and Hamari 2012 ; Leaning 2015 ). Contrary to educational games, gamification elements are more easily incorporated into student response systems in mid to large lectures, leading to the development of GSRSs (Plump and LaRosa 2017 ). Although the gamification process is not new in education, the technologies that are supporting these interventions have been evolving, from single use to collaborative and distributed contexts (Holmes and Gee 2016 ). Thus, in the present study, we focus more specifically on the role of GSRSs on student engagement, motivation and learning.

Early use of gamification elements in education appeared to improve student response systems (SRSs), with promising outcomes, but limited impact on engagement and motivation (Wang 2015 ). SRSs are frequently used to display multiple-choice questions to offer opportunities for students to interactively answer quizzes in classrooms as part of a formative assessment regime (e.g. Sellar 2011 ). However, Kay and LeSage ( 2009 ) pointed out that the key challenges relating to the use of these technologies include the time needed to learn and setup these technologies, creating appropriate content, and providing students with useful and timely feedback. With the wide spread use of gamification in the learning environment, there has been a noticeable shift from student response systems such as “iClicker” and “Poll Everywhere” to more contemporary game-based student response systems (GSRSs) such as Kahoot! and Socrative (Plump and LaRosa 2017 ; Wang 2015 ).

GSRSs are an example of a gamification approach that makes use of game principles and student response systems tools to support learning, engagement, motivation and fun during the learning process. The use of GSRSs in the form of gamification requires participants to activate previous knowledge and assess their performance as they play and learn the content of a subject (Méndez and Slisko 2013 ; Plump and LaRosa 2017 ). GSRSs enhance students’ attention, motivation, engagement and enjoyment beyond traditional methods (Barrio et al. 2016 ; Wang and Lieberoth 2016 ). They also promote autonomy in learning as students can operate GSRSs on their mobile devices. 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 ). Furthermore, lecturers found GSRSs to be useful teaching tools in supporting personalisation of learning (Wang 2015 ). Thus, teachers have been encouraged to incorporate gamification into their classroom environments.

The potential effectiveness of GSRSs may be understood through Novak’s ( 1998 ) model of meaningful learning, which distinguishes between students’ deep and surface learning approaches. The model conceptualises learning as a process in which teachers select meaningful material for students based on their existing knowledge (see also Hay 2007 ). Next, teachers encourage students to engage in deeper learning rather than rote memorising, which occurs during GSRS use. This requires student to experiment, reflect and evaluate knowledge (see also Kolb and Fry 1975 ) and receive feedback through the follow-up (post-game) discussions. Students who have been taught through deep learning strategies (such as GSRS use) become highly engaged and, as a result, are able to apply their deep learning strategies to their study practices. For example, by relating course information to everyday behaviours and their own experiences, and through elaboration of the lecture content. In contrast, when lecturers promote shallow learning strategies and rote memorization strategies (associated with conventional, didactic teaching), their students are more likely to be disengaged and are less likely to have the “tools” and strategies they need for deep learning (Marton and Säljö 1976 ; Exeter et al. 2010 ). This theoretical model suggests that because GSRS promotes greater engagement, learning may increase beyond what would be expected from traditional methods.

To understand the potential effectiveness of GSRSs as learning tools, we can also generalise from game-based learning models, namely the Experiential Gaming Model (Kiili 2005 ). Similar to Novak’s ( 1998 ) model of meaningful learning, this model posits that students learn through direct experience and reflective observation, which, in turn, induces experiences of “flow”, characterised by (but not limited to) concentration and complete absorption (Csikszentmihalyi 1975 , 1991 ), as long as the task difficulty is set slightly above that of the students’ skill level (Kiili 2005 ), and the interfaces are user-friendly and do not detract attention from the task (Finneran and Zhang 2003 ). More specifically, students are presented with challenges that require completion based on clear goals. They engage in the generation and testing of ideas during problem-solving, with a process monitored through feedback. Students then use the feedback to reflect on successful vs unsuccessful problem-solving strategies, and form schemas about how knowledge can be used in the future. Because GSRSs lack the game-play simulation, students are unlikely to experience some characteristics of flow (e.g. complete absorption and loss of self-consciousness); however, “game play” is not vital for this experiential learning process to occur as other learning platforms such as computer-based tutors also promote reflection on feedback and knowledge consolidation (e.g. Aleven and Koedinger 2002 ; Baker et al. 2010 ). Indeed, GSRSs facilitate the key experiential components of flow: challenges, clear goals, real-time feedback and playfulness (Kay and LeSage 2009 ; Malone 1980 ; Plump and LaRosa 2017 ), which increase concentration and sense of control and create the optimal learning environment.

One such GSRS, Kahoot! allows teachers to draw on course content to construct quizzes in which students participate as players in a “game-show” (Wang 2015 ), thus integrating gamification principles (e.g. audio and a score board with a points system) into an informal assessment procedure. Plump and LaRosa ( 2017 ) found that Kahoot! was easy for teachers to use in their classroom and required no prior training to implement. For instance, teachers can easily utilise Kahoot! to project quiz questions as regular lecture slides to which students respond using a web browser on their digital devices. Quizzes can be enhanced with images and videos, and the teacher is able to control the pace of play. Students are awarded points for answering questions correctly, and the timeliness of correct responses also impacts the points awarded. Displaying students’ points on the screen motivates students to get to the top of the leader board. 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 ). Moreover, the anonymous aspect of Kahoot! also implies that students’ privacy is not easily compromised. In addition, since 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 (Wang 2015 ). Further, time constraints are minimal as Kahoot! collates and aggregates individual responses to questions within minutes. Therefore, teachers can focus on designing questions, administering the quiz, and, afterwards, facilitating discussion about the (in)correct responses.

The gamification (“game-show”) process of Kahoot! does not change, which may increase teachers’ concerns over student boredom. However, unlike other computer-mediated learning tools and games, the questions and problem-solving strategies vary with each Kahoot! usage based on the students’ needs. Furthermore, Kahoot!s only last for a short duration. Kahoot! draws from Malone’s ( 1980 ) “theory of intrinsic motivation” by challenging students with difficult problem-solving tasks in an audio-visually stimulating environment. The fantasy “game-show” environment further increases their absorption during problem-solving compared to other computer-mediated learning tools. Indeed, Kahoot! has a greater impact on interpersonal interactions than Socrative, allowing competition and discussion to occur between an entire class rather than in small groups (see, for instance, Méndez and Slisko 2013 ), and is therefore unlikely to induce boredom. Although complex concepts in the course material may increase students’ frustration during Kahoot!, these experiences are unlikely to persist for a long period of time (e.g. Baker et al. 2010 ). In fact, temporary experiences of frustration enhance enjoyability (Gee 2004 ). Kahoot! not only targets users’ needs for challenge and fantasy, but also promotes students’ sensory curiosity through surface-level gamification features (e.g. suspenseful music and colour displays), and their cognitive curiosity through the problem-solving process and real-time feedback. Therefore, Kahoot! was our chosen GSRS on which to explore the way such tools impact students’ motivation, engagement and learning.

However, despite strong evidence that Kahoot! and other GSRSs increase student attention, motivation and engagement, it remains unclear whether Kahoot! leads to greater learning outcomes than traditional methods and SRSs (e.g. Méndez and Slisko 2013 ; Plump and LaRosa 2017 ). While previous work has examined students’ feedback on the use of Kahoot! (Barrio et al. 2016 ; Wang 2015 ), such evidence has been driven largely from more quantitative measures, with limited reliability and validity. 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 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. It would thus be pertinent to understand how such a tool would be received by university students, and particularly if there would be improvement in learning experiences where students tend to participate less. The present study utilised a qualitative inquiry to explore students’ learning experience using Kahoot! The aim is to explore classroom dynamics, students’ engagement, motivation and learning.

The remaining sections of this article are organised as follows. In the next subsection we present the study background, which leads to the identification and presentation of the research problem, and the research questions. The “ Methods ” section presents the details of the research methods and procedures. The “ Results ” section presents findings of the study. In the “ Discussion ” section, findings are discussed, limitations to the study are considered and implications of this work are highlighted. Finally, in the “ Conclusion ” section, concluding remarks are provided.

Although research exploring the learning impacts of GSRSs is limited, its potential effectiveness as a learning tool has been supported by an extensive body of successful educational video and computer game adaptions. 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. The multi-sensory, experiential nature of games can enhance students’ problem-solving and critical thinking skills (see for example, McFarlane et al. 2002 ). Games can enhance positive classroom dynamics (Rosas et al. 2003 ) and improve students’ interactions with their peers and lecturers. Papastergiou ( 2009 ) also found that students rated games as more appealing and more valuable as an educational tool compared to other performance-tracking educational websites that contained the same content.

In addition to enriching learning, the effectiveness of GSRSs depends on whether students perceive the games as appealing, accessible, useful and of high quality. That said, in spite of the small “wear out effect” of long-term GSRSs use on students’ communication and enjoyment (Wang 2015 ), students who continued to use GSRSs throughout a semester-long course reported their positive impacts on learning and engagement, similar to the excited new users. Students also commented that, even after a whole semester of using a GSRS, they were still motivated to do additional study to prepare for weekly quizzes. More importantly, GSRSs, namely Kahoot!, provides lecturers with meta-cognitive support and encourages students to reflect on their understanding of existing concepts while helping them broaden their knowledge (Plump and LaRosa 2017 ) and facilitate their ability to argue their viewpoints on various topics (Méndez and Slisko 2013 ). Kahoot! is also increasingly used as a formative assessment tool in medical undergraduate programs and was found to support learning retention (Ismail and Mohammad 2017 ).

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. The student points system was the strongest predictor of engagement as students’ reported an increase in their pulse. However, overall, the presence of audio increased student motivation and classroom dynamics, above and beyond that of the points system. In fact, teachers may use Kahoot! as a reflective tool to validate students’ learning and to monitor overall class progress, as well as individuals’ learning trajectory. For instance, the utilisation of Kahoot!s in Information Science lecture sessions at our institution over the past 2 years suggest that such tools excite students to actively engage in lectures and contribute to the learning environment (Licorish et al. 2017 ).

That said, despite increasing utilisation of GSRSs, it remains unclear the extent to which GSRSs can improve learning beyond what would be expected from conventional teaching methods. In addition, it is still not known whether GSRSs can improve students’ academic performance (Randel et al. 1992 ). Furthermore, there is evidence of a reduction in classroom dynamics with repeated use of Kahoot!, which may negatively impact learning. Wang ( 2015 ) found that regular use of Kahoot! (one session per lecture for a whole semester) resulted in a small “wear-off” effect of positive classroom dynamics in software engineering students. Only 52% of students agreed that Kahoot! increased positive, topic-relevant communication with classmates compared to 67% of first-time users. Although the students were similarly engaged and motivated compared to novice Kahoot! users, the “wear-off” effect of classroom dynamics has previously increased students’ state of boredom, which once manifested, may become persistent across learning environments, and consequently decreases students’ learning ability while increasing problem behaviours (Baker et al. 2010 ; Squire 2005 ).

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 also implied that Socrative was not suitable for learning difficult material, potentially because it does not allow for open-ended questions, short statements as responses or discussions of relevant theory in sufficient depth due to time constraints. However, the associations between these negative aspects of Socrative and consequences for student learning remained unclear as previous negative reports were only collected through open-ended response questions rather than semi-structured interviews. Nonetheless, concerns have also been raised in the literature about the use of Kahoot! in teaching of complex concepts, especially subjects that can require competition and high cognitive load of the students (see for example, Ismail and Mohammad 2017 ).

In fact, the simple Likert-scale measures (on their own) that are regularly used for GSRS evaluations are not necessarily adequate for understanding the complexities in human behaviour, and particularly those related to students’ engagement, motivation and learning (e.g. Ke 2009 ). The literature suggests that exploring users’ experience with game-based technology may be better suited to qualitative survey-based approaches rather than quantitative measures (Nacke et al. 2010 ). In fact, Wang et al. ( 2009 ) found that users’ experience of perceived playfulness using GSRSs, including attention and focus and intrinsic enjoyability, influenced intention to use, but such issues may not be entirely teased out with quantitative measures. Furthermore, although Wang ( 2015 ) utilised GSRS Likert-scale evaluations with students’ open-ended comments, the data were only analysed quantitatively, and thus, it remains unclear whether semi-structured interviews were conducted to generate answers to specific questions, necessitating further exploration of whether students’ perceptions of GSRSs remain the same or can change over time.

Interestingly, the Likert scales were also not always consistent with students’ open-ended comments (Wang 2015 ). For instance, while GSRSs are said to enhance communication, students explained that impending assessments and a desire to focus on quiz content reduced their willingness to communicate with other students. There is thus need for exploratory studies to unpack if and when GSRSs help, in support of our understanding of classroom dynamics and the way games enhance students’ engagement, motivation and learning. Such insights would direct the use of GSRSs in teaching, and particularly at the tertiary level. We broadly conceptualised classroom dynamics as the interaction between students and lecturers. Student engagement relates to the level of attention, curiosity, focus and interest that students show during the course. Motivation is the persuasion to be engaged and interact in the classroom. Learning is defined as the knowledge and skills that students attain that are directly attributed to their involvement and participation in the course.

Overall, our research aims to contribute to the better understanding of accrued benefits of using GSRSs in learning and to gauge the extent to which the use of Kahoot! can enhance students’ learning experience. More specifically, our objective was to understand how students experienced the use of Kahoot! and to explore the extent to which this interactive technology influences classroom dynamics, engagement, motivation and learning. In our study, we addressed the following four research questions:

RQ1. How does Kahoot! influence classroom dynamics?

Rq2. does the use of kahoot influence students’ engagement, and how, rq3. in what ways does the use of kahoot influence students’ motivation towards learning, rq4. how does the use of kahoot enrich learning experiences.

We employed a qualitative approach to address the four stated questions. We believe that a qualitative research approach is relevant to utilise in this study because the phenomenon being studied is not easily distinguished from the context in which it is observed (Yin 2013 ). Using an explorative case study, we intend to unravel complex perceptions and issues relating to the use of Kahoot! in the context of students’ engagement, motivation and learning. This approach is used to enrich the insights gained from the exploration of the literature and provide deep levels of interpretation for the phenomenon under consideration. We provide details around the design of Kahoot!, our sampling and participants and data processing and analysis in the following three subsections.

The Design of Kahoot!

The game-based student response system (Kahoot!) was used as a part of a third-year course on Information Systems Strategy and Governance in the second semester of 2016 (between July and November). This tool was used in four (4) different ways during seven (7) different lectures by teaching staff (out of 13 lectures altogether), with a duration of about 30 min on average (students could also play Kahoot! outside of the classroom). These include the following: to quiz students on various topics to understand their competence before tailoring lesson plans, for exploring students’ knowledge of topics after they were delivered in lectures, to help students to validate their comprehension and understanding of topics by having them design their own Kahoot! assessments which were then collectively played, and for fun where the focus was on topics unrelated to the course (e.g. sports). Kahoot!s designed by teaching staff were typically 10 to 12 questions long (e.g. covering the IS Cost recovery topic) while those designed by students were eight (8) questions long (e.g. covering IT-supported work). Students designed nine (9) Kahoot!s altogether. Thus, over the course, students played seven staff-created Kahoot!s and nine student-created Kahoot!s. Moreover, the Kahoot! game environment was designed with many interactive features (including suspense music), where students used mobile devices (smartphones, tablets and laptops) to join the games and answer questions, and responses to their choices were visualised (illustrated in Fig.  1 ).

Game show interface projected on screen and on mobile device

Sampling and participants

At the end of the course, students were interviewed using a semi-structured approach, where purposive non-probability sampling was used to recruit students enrolled in the course. The study was announced and its purpose explained during the final lecture, having received human and behavioural ethics approval from the university in which the study was conducted.

Fourteen students (10 male, 4 female) agreed to participate in the study (of 48 students altogether). The sample size is deemed adequate for the chosen (purposive) sampling method as the possible pool of participants is already restricted (Marshall 1996 ). Students agreeing to participate were asked to spare 20 min of their time for the semi-structured interview where they were asked questions relating to the use of “Kahoot!” during the course (interviews took between 15 and 20 min). The questions were focused on understanding students’ experiences using Kahoot! and the tool’s influence on classroom dynamics, their engagement, motivation and learning. Students were also asked to give suggestions for alternative uses of “Kahoot!” and describe their general experience with the tool. Sample questions included “How do you feel about the changes in the Information Systems Strategy and Governance classroom dynamics brought about by Kahoot!?” and “Do you feel that Kahoot! increase/decrease your engagement during the Information Systems Strategy and Governance course, and how did it increase/decrease?”

Data processing and analysis

Students’ responses to the interviews were transcribed by the fourth author, i.e. verbatim. These transcripts were then verified by the first author. The transcripts were identified by author ID; interview time, questions and responses, and students were treated as the units of analysis. Thereafter, our analyses of the content were performed.

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 ). The procedure involved open coding where the interviews were read and re-read for familiarisation and initial codes were identified based on explicit, surface-level semantics in the data, rather than implicit responses and preconceptions (see Braun and Clarke 2006 ). Through axial coding, codes were recombined, and connections were formed between ideas. Then, we used thematic mapping to restructure specific codes into broader themes. Finally, following Braun and Clarke’s ( 2006 ) selective coding procedure, the resulting themes were refined and organised into a coherent, internally consistent account, and a narrative (“story”) was developed to accompany each theme. Themes were extracted from answers provided in response to interview questions, which targeted understandings around classroom dynamics , students’ engagement , motivation and learning . The outcomes were used to answer the four research questions (RQ1–RQ4).

Initially, descriptive statistics were used to summarise participants’ demographic information, including gender distribution (noted above), ages, years of study, hours spent studying and performance in the course. Performance was measured based on coursework (i.e. case critique, case study and class project) and final exam grades, where students tended to perform better in the former assessment. These assessments are scored out of 100% in Table  2 . 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. We provide detailed demographic information for the 14 participants in Table  1 and summary statistics in Table  2 , which are used to support the contextualising of our result in the next section.

As noted in the “ Background ” section, we broadly conceptualised classroom dynamics as the interaction between students and lecturers. Student engagement relates to the level of attention, curiosity, focus and interest that students show during the course. Motivation is the persuasion to be engaged and interact in the classroom. Learning is defined as the knowledge and skills that students attain that are directly attributed to their involvement and participation in the course.

Our aim was to examine the extent to which Kahoot! influenced classroom dynamics, students’ engagement, motivation and learning (in answering RQ1–RQ4). 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. The first three themes here cut across those that were planned for the study (revisited above), with learning particularly influencing retention of knowledge, and all other themes evident as defined. Fun and enjoyment was an unexpected theme and explains the feeling of leisure and enjoyable distraction that was experienced by students. 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. Moreover, the theme of fun and enjoyment was identified in the responses of 12 of the 14 participants. We examine our outcomes for each of the four themes in the following subsections.

Attention and focus

All participants (14) seem to agree that the use of Kahoot! triggered positive attention and focus in the classroom. Some suggested that interacting with Kahoot! captured and sustained their attention, as well as enabled them to take a break in the lecture and provided a point of difference.

While the use of Kahoot! itself was an enjoyable activity, students said that Kahoot!s motivated them to pay attention during the lecture. The deployment of Kahoot! also motivated students to closely examine lecture material in order to prepare for the Kahoot! and answer questions correctly.

I guess it keeps you more aware in a way but you’ve got to listen throughout the lecture to know what the answer is in Kahoot! which is also a good thing. So you’re always focused if you want to do well in Kahoot! (Student 7)

Having a break

A major barrier to staying focused in class was the length of the lecture as well as the time of day in which the lecture took place. 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. They reported that Kahoot! facilitated breaks in positive ways. Ten of the 14 respondents described staying focused in a 2-h lecture as challenging, with some describing the experience as tedious or boring. Taking a break to engage in a fun activity allowed students to feel refreshed, providing timely relief at the halfway mark of the lecture and re-energising students for the second hour. 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.

A point of difference

Participants referred to Kahoot! as a unique lecture experience that is enjoyable and stimulating to learning. Compared to engagement in other lectures, students mentioned that learning with Kahoot! was a rewarding lecture experience that is captivating and desirable.

What’s been good is that it was different… it allowed people to sort of sit back and go well this isn’t how lectures usually run. So it did capture everyone’s attention straight away. (Student 1)

Interaction and engagement

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. 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. Key points that emerged from the data were the importance of discussions, competition and anonymity.

Interaction and discussion

Participants reported that the use of Kahoot! fostered interactivity and engagement during lectures, through answering questions, participating in quizzes, and discussions triggered by Kahoot!. The use of Kahoot! encouraged wider participation in class as opposed to conventional classrooms where discussions are often dominated by a few extraverted students. The wider student participation in the class also fostered deeper engagement in the learning environment.

…Kahoot! gives me a platform that I can express what I think … even though it’s silent … I still give ideas… (Student 5)

Kahoot! fostered wider and active student participation, and yet provided students with the opportunity to retain their most desirable personal choice of participation. 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 pointed out that with Kahoot! in the classroom, they could decide on the level of interaction that they felt comfortable with, either participating anonymously or overtly with friends, other classmates, the lecturer or with the whole class.

Yes it made it more interactive. I supposed I don’t talk in any other class … [I talked] with my classmates more than the teacher. I probably wouldn’t have volunteered any information to the teacher. But I definitely did have more discussions in terms of the actual content with people around me than I did in other classes (Student 6)

Competition

Nine participants discussed the competitive element of Kahoot! in relation to their interaction and engagement. 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. Competition was viewed as a strong motivator, with one respondent describing how students like to “perform” and another expressing their motivation to reach the top of the scoreboard and be the best in the class. Having a desire to win encouraged many students to prepare beforehand and engage with the material. It also seems to have been an icebreaker for many students, encouraging them to interact with their peers.

…it was almost a sense of, not just competition, I want to be the best, but also comradery, hey do you think it’s also the square, oh I hit the wrong one what did you go for? (Student 9)

Despite the positive experience associated with the competitive nature of Kahoot!s’ utilisation, two participants felt that the use of Kahoot! had a negative competitive effect on their learning experience. They mentioned that negative aspects of competition came into play when students focused more on the competition and having fun rather than learning. In their desire to compete, some students rushed to answer questions, not taking the time to understand the questions or the answers.

I enjoyed it, I think towards the end we probably all got a bit distracted with names and being competitive, I think sometimes you lose sight of trying to learn new things because you are just trying to win and have fun with friends instead of learning (Student 8)

While viewed as a negative aspect of participation in technology-mediated learning environments, allowing anonymity can foster deep and enriched participation. Providing anonymous participation in a learning environment can encourage wider participation as it inculcates a sense of safety and privacy (White and Dorman 2001 ). The way Kahoot! was used in the course allowed students to enter a name of choice into the system each time they participated. Students could decide if they wished to remain anonymous or identify themselves. Anonymity allowed students’ to feel safer when responding to questions. It also allowed students to focus on comparing the content of Kahoot! and differences of opinion, rather than comparing students’ aptitudes. This encouraged participation, as students were able to take part without feeling that they were being judged for answering correctly or incorrectly. Several respondents described funny names within the Kahoot! adding positively to the element of fun and social learning in game-based environments (Squire 2011 ). However, this also had the potential to shift the focus away from learning as students became distracted and no longer took the Kahoot! seriously.

…so because it’s anonymous it never creates conflict … so if the system is anonymous that’s good for students. (Student 5)

Learning and knowledge retention

Nine out of the 14 participants stated that Kahoot! was a useful learning tool, and all 14 described Kahoot! as having a positive influence on their learning experience. Throughout the interviews, participants made positive references to how Kahoot! supported their learning. They stated that engaging with Kahoot! during lectures helped them not only to remember previously covered material but to understand new perspectives. They also reported that Kahoot! increased their knowledge. Knowing that there would be a Kahoot! in class also motivated several students to prepare and review material in order to do well in the Kahoot!. In particular, students enjoyed Kahoot!s that were relevant to the course, explored complex concepts and offered insight into applications of theory. Key benefits that participants discussed were how Kahoot!s aided revision, generated discussion and helped them to retain knowledge.

When you get a question it does help you, you’ve got to think about the answer, you’ve got to look at lectures to prepare for it… so that’s part of revision as well (Student 3)

Participants felt strongly that Kahoot! could be used for revision, with 12 participants seeing Kahoot! as a useful revision tool. In fact, three participants had used Kahoot! as a revision tool for exam preparation. 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. By repeating the content in a novel way through Kahoot!s, students felt they were more likely to remember the concepts. In particular, participants mentioned Kahoot!s being useful for allowing a deeper understanding of theoretical concepts. 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.

It helped with the revising what we’d already been taught more so than actually learning the stuff because you were already asking questions about things you’d already taught us [and] I guess that does help in the long run of actually understanding (Student 7)

Eleven (11) participants’ responses indicated that the discussion generated by Kahoot! was often where the most valuable learning took place. 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. 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. Exploring the answers and understanding why they were right or wrong generated a deeper understanding that strongly aided participants’ engagement and retention of knowledge.

The Kahoot! itself almost seems like a fun tool to get people back engaged and then the conversation afterwards is where the learning actually occurs. You’re not actually learning from it directly but more indirectly from the discussion afterwards (Student 4)

Increasing and retaining knowledge

Nine participants mentioned that Kahoot! helped them remember information during and after class. 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!. Regarding knowledge retention, respondents appreciated that it was a quick and simple way to refresh their memory and continue to engage with the material. Respondents indicated that within the 2-h lecture, a lot of material was presented to them, making it hard to retain key concepts and facts. Kahoot!s supported students to re-grasp and retain key points from within the lecture, providing a reminder of what was covered. Participants also noted that they were more likely to remember Kahoot!s that they got wrong, as they had to consider why they got the question wrong and seek to understand the correct answer.

It’s often good to go back because then ones you got wrong, you remember them because you are like oh I got that one wrong and it’s easier to remember them (Student 12)

Fun and enjoyment

As a game-based student response system, fun and entertainment lie at the core of Kahoot!. The data showed that respondents enjoyed the Kahoot!. Twelve participants specifically pointed out that Kahoot! was fun. The element of enjoyment and fun underlies the positive aspects of all three aforementioned themes. However, fun and enjoyment were also alluded to as being a contributor to several negative impacts of Kahoot!.

It was definitely a positive interest … it wasn’t a standard boring lecture where you could sit there and read the notes later on….. (Student 1)

The firm preference for using Kahoot! among participants was attributed to the game features. Participants said they enjoyed the game, they liked the use of it in class and they enjoyed the course because of the Kahoot!. Further, the aspect of fun and enjoyment seems to have helped a number of students overcome barriers to interaction that they face in a typical lecture environment. Kahoot!s as an energetic, fun, class-wide activity (that did not require students to identify themselves or speak in front of the class) served as an icebreaker for many respondents.

It was just a fun way of interacting and learning the stuff and seeing if you knew your stuff with the quizzes and stuff for me that was useful (Student 7)

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. 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. It seems as though participants reported negative impacts when the focus shifted too much in either direction. Respondents specifically described whacky or funny names in the Kahoot!s as sometimes distracting. They also felt that Kahoot!s involving guessing were purely for the sake of having fun and did not contribute to their learning. 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.

It didn’t feel directed enough … I was kind of like why are we doing this, it just seemed like a random fun activity… I mean it’s fun but there’s not point to it in the grand scheme of things. (Student 6)

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 ). Maintaining students’ attention and engagement can be difficult in Information Science lectures, which may not be conducive to establishing positive student-lecturer interactions and student participation. 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 ). 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 ). Teachers and course coordinators integrate GSRSs into lectures with a view to enhance student motivation, engagement and in turn deeper learning. Beyond such interventions, with maturity in learning technologies, mobile and ubiquitous devices are becoming widespread in contemporary classroom settings and are being integrated into many aspects of classroom teaching to encourage students’ engagement, motivation and learning (e.g. Brandford-Networks 2013 ).

Over the last decade, there has been an increasing use of game-based student response systems (GSRSs) to support attention, motivation and engagement. However, there remained a conflict in previous research as to whether GSRSs, namely Kahoot!, improved student learning and retention. Thus, there was a need for a qualitative exploration of students’ learning experiences using Kahoot!, particularly in the domain of Information Science at the university level. The current study explored how the integration of GSRSs and Kahoot! contributed to students’ motivation, engagement and learning in the domain of Information Science, shedding light on how and when Kahoot! has a positive impact on students’ learning experiences. We revisit our outcomes to answer our four research questions in this section and outline potential implications for research and practice. We first answer the research questions and discuss the outcomes in relation to previous works in the “ Discussion ” section. Next, we consider the limitations of the work in the “ Limitations ” section. Finally, we evaluate the implications of the analysis in the “ Implications and future work ” section, and also outline avenues for future research.

We observed that Kahoot! gave students more opportunities to engage with the lecturer, peers and lecture content. It also helped in creating a learning experience that was described as “fun”, which contributed to useful classroom engagement dynamics. This was a particularly different learning experience to the traditional “chalk and talk” method that students have been exposed to in other courses (e.g. Graham 2015 ; Roehl et al. 2013 ). 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 ). When students are engaged, they exhibit curiosity in the learning content and maintain focus during class sessions. Consistent with Wang ( 2015 ), findings from our study suggested that maintaining anonymity is critical for facilitating engagement among students who might not be actively participating in classroom discussions. Findings also suggested that the employment of Kahoot! led to excessive competition among students and to some extent, invoked negative feelings. That said, notwithstanding such feelings, we observed that the desire to perform resulted in increased learning (or knowledge acquisition). While Kahoot! is known as a great tool for doing revision before formal assessments, it is interesting to know that this tool may also promote class discussion after the game, which may ultimately enhance students’ ability to remember concepts at a later stage. 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 felt that Kahoot! captured their focus (or attention) and interest during the course but was also timely for allowing breaks. This was particularly necessary for reflection on lectures and class discussion, especially in lectures that were longer than 1 h. In the same vein, the need to be attentive to perform well in Kahoot! helped students to maintain interest in the lessons during lectures. Their willingness to perform was also influenced by the level of anonymity afforded by Kahoot!, which allowed students to remain focussed on comparing the content of Kahoot!s and differences of opinion, rather than comparing other students’ aptitudes. 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 ). These findings also somewhat contradict the idea that students only learn through trial and error when using GSRSs (Kiili 2005 ). 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. This outcome is interesting, in that there is indication that in-depth learning results from the discussion after playing Kahoot!; even after the game is over. To this end, the design of questions for the Kahoot! game and subsequent discussions are likely to be integral to in-depth learning. Thus, the instructor’s design of questions and his/her skills in leading discussions are important factors in getting the most values out of an online tool like Kahoot!. 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’ reports of the importance of the post-Kahoot! discussion is consistent with findings from previous “blended learning” interventions (i.e. e-learning and teacher instructions) which indicate that autonomous, student-driven online learning is more effective when staff members interact with students regularly using the platform and provide prompt, detailed and summative feedback (Poon 2013 ; Yen and Lee 2011 ).

Our outcomes show that Kahoot! motivated students to be engaged, and encourage interaction in the classroom (both student-student and student-lecturer). Students were motivated to be attentive on the backdrop that they wanted to perform well in Kahoot!s. This in turn motivated students to engage with the lecturer, peers and lecture content. 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. These effects of enhanced attention and “healthy” competition are consistent with Wang’s ( 2015 ) findings.

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. Furthermore, Kahoot!s involving guessing do not maintain students’ motivation towards learning, as students perceive these to target fun. 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. If instructors want to incorporate Kahoot! in their lectures, they might want to minimise these negative effects. For instance, teachers could reduce the length of Kahoot! sessions but devote more time to the post-Kahoot! discussion of the answers and the problem-solving strategies taken to achieve the correct answers. Teachers should also achieve a balance between testing students on new versus recently acquired content to maintain their attention, and maximise Kahoot!’s effectiveness as a learning tool.

Student conceded that Kahoot!s’ use in the course had a positive impact on the knowledge and skills they attained. Students noted that the drive to increase their attention and interaction strongly supported their learning in the course. 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. Lecturers are responsible for establishing an environment in which deep learning (relating course information to everyday behaviours and their own experiences) occurs through Kahoot! use, thus providing students with the tools to adopt these learning strategies in their assessment and study. Indeed, when students did not perform well in Kahoot!s, those specific Kahoot!s were used to drive revision efforts, in view of overcoming learning deficiencies. 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. 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. Kahoot! not only increases learning and the desire to remember lecture content during revision, but increases knowledge retention over the course of the lecture, i.e. students report that learning took place between Kahoot! and the discussion that followed. Having the teacher explain the theory and reasoning behind the correct answers meant that the information was more strongly encoded in long-term memory. Thus, students may not require additional revision to remember and correctly report relevant content during assessments.

Limitations

While we have provided a number of insights in this work, we acknowledge that there are a number of shortcomings that may potentially affect the validity and generalizability of our study outcomes. Firstly, our sample is relatively small, and thus, our outcomes may not generalise to all lecture environments. That said, given the theoretical saturation observed for the themes revealed in this study, we believe that our outcomes may generalise to third year Information Science university students. 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. Third, Kahoot! was used in four (4) different ways during seven (7) different lectures by staff, with a duration of about 30 min on average. Students also designed and played a further nine Kahoot!s. Such use of Kahoot! may not represent all possible scenarios, and thus, students’ perception may vary given other experiences with the tool. 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. Finally, since the study was qualitative in nature, it is limited in its generalizability to other settings, beyond the lessons learned. Future work will focus on deploying Kahoot! with a large number of students and different subjects and assess students’ experience while learning in this environment.

Implications and future work

On balance, Kahoot!s with the highest impact on classroom dynamics, student engagement, motivation and learning seems to be those that focussed on relevant course topics, and where there is little use of excessively distracting names and students’ behaviours. 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). However, we were not able to quantitatively examine such differences with the data collected; we hope to do so in future work. 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 ).

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. 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. Indeed, time constraints for Kahoot! sessions in lectures were reflected in some of the negative feedback from students, who felt that the recreational use of Kahoot! restricted content coverage and wasted valuable lecture time. Therefore, it is important for teachers to carefully structure lectures so that Kahoot! time is appropriately allocated. Educators are thus encouraged to balance these challenges in introducing game-play sustainably, particularly in light of the potential benefits that could be derived through the use of games during learning sessions.

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 ). 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. 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.

Our future research will involve a large-scale deployment of Kahoot! to examine the efficacy of this tool in enhancing student learning outcomes, using quasi-experimental design as well as exploring the experiences of teachers in using Kahoot! in enhancing their teaching effectiveness. We also plan to administer a web-based survey to gather quantitative evidence to triangulate our outcomes, and particularly those around the specific aspects of GSRSs that contribute to the enrichment of learning over the use of the “chalkboard” or “PowerPoint slides”. Furthermore, there is scope to correlate our outcomes with those provided by learning analytics tools.

There is growing interest in understanding how students’ motivation and engagement influence their learning. On the promise that technology may aid this process, institutions of higher education are deploying learning technologies with a view of encouraging student motivation and engagement, spanning interventions related to lecture content and assessments, including revision for exams. Educational games and gamification in particular are held to support the development of students’ cognitive, motivational, emotional and social outlook. GSRSs stand at the heart of such interventions and are said to provide students with real-time feedback and require no prior teacher training to implement. In contrast, SRSs are said to pose challenges related to the time needed to learn and setup these technologies, creating appropriate content, and providing students with useful and timely feedback. 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. Students are also afforded anonymity when playing Kahoot!, which reduces the risk of their privacy being compromised. 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. Notwithstanding the positive reports about Kahoot!, these outcomes were largely derived through quantitative means and rarely focus on university students. To this end, there is need for deeper insights around the effectiveness of this tool, and particularly for older students. We addressed this gap and conducted interviews with university students to understand Kahoot! further, including how this technology informs learning, and the conditions under which it provides the most value to teachers and students.

We observed that Kahoot! gave students more opportunities to engage with the lecturer, peers and lecture content. It also helped in creating a learning experience that was described as “fun”, which contributed to useful classroom engagement dynamics. Students felt that Kahoot! captured their focus and interest during the course, but was also timely for allowing breaks. This was particularly necessary for reflection on lectures and class discussion, especially in lectures that were longer than 1 h. Students’ willingness to perform was also influenced by the level of anonymity afforded by Kahoot!, which allowed students to remain focussed on comparing the content of Kahoot!s and differences of opinion, rather than comparing other students’ aptitudes. Our outcomes show that Kahoot! motivated students to be engaged and encourage interaction in the classroom. Student conceded that Kahoot!s’ use in the course had a positive impact on the knowledge and skills they attained. Students noted that the drive to increase their attention and focus and interaction and engagement strongly supported their learning in the course. 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. However, there is need for larger scale follow-up work to validate these effects.

Medium-size lectures in New Zealand comprise over 40 students, with large lectures comprising more than 100.

Abbreviations

Committee for Teaching and Learning

Game-based student response system

Student response system

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Acknowledgements

We would like to thank the students for their participation in the interviews. We would also like to acknowledge Dr. Sander Zwanenburg and Dr. Grant Dick who designed and planned lessons around Kahoot! during the Information Systems Strategy and Governance course.

This work is funded by a University of Otago Teaching Development Grant—accessed through the Committee for Teaching and Learning (CALT).

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Sherlock A. Licorish & Jade Li George

Department of Psychology, University of Otago, Dunedin, New Zealand

Helen E. Owen

Higher Education Development Centre, University of Otago, Dunedin, New Zealand

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Contributions

The work performed in this manuscript is divided as follows. The study was initially designed by SAL, who also performed all interviews and managed all transcripts and demographic data. Transcripts were analysed by SAL and JLG, and reliability checks, data analysis and the recording of the results were also performed by these two authors. The method was documented by SAL, with support from the HEO. HEO, BD and SAL performed the literature review, evaluated the study outcomes and implications and limitations. Editorial reviews and formatting of the paper were done by the SAL, HEO and BD. All authors read and approved the final manuscript.

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Correspondence to Sherlock A. Licorish .

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Sherlock A. Licorish is a lecturer in the Department of Information Science at University of Otago, in New Zealand. He was awarded his PhD by AUT, and his research centres on the use of games in Information Science education. Sherlock’s research involves the use of data mining, data visualisation, statistical analysis and other quantitative methods (e.g. social network analysis, linguistic and sentiment analysis, natural language processing (NLP) and probabilistic modelling techniques). He has also used qualitative methods in his research, including qualitative forms of content analysis and dilemma analysis.

Helen Elizabeth Owen is a post-doctoral researcher at the University of Otago and an associate editor of Social Behavior and Personality: An International Journal . She obtained her PhD in Psychology in 2016 from the University of Otago. Her research encompasses areas of social cognition and forensic psychology, and more specifically focuses on social categorisation, language use and deception detection. She has also investigated the role of persuasive language in consumer decision-making. More recently, she has been researching in the field of human factors, exploring user acceptance of technology and the users’ experiences of expectation violation. She is involved in interdisciplinary projects with Information Science and the Higher Education Development Centre to explore the role of game-based student response systems in student learning and engagement at the University of Otago.

Ben Kei Daniel is an associate professor in Higher Education and the convener for Educational Technology for the University of Otago, New Zealand. His research broadly focuses on the examination of the value of Big Data and Learning Analytics in enhancing teaching, learning and research. He is also investigating Data Science approaches for educational research, as well as pedagogical theories and praxis for research methodologies in Business and Academia.

Jade Li George is an international consultant in London, UK. She advises and prepares international teachers and support staff for roles in the UK. Jade also previously provided student support and interventions for literacy, numeracy and phonics. Her research work focuses on qualitative data analysis, and exploring the use of game-based student response systems on classroom dynamics and students’ learning.

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Licorish, S.A., Owen, H.E., Daniel, B. et al. Students’ perception of Kahoot!’s influence on teaching and learning. RPTEL 13 , 9 (2018). https://doi.org/10.1186/s41039-018-0078-8

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• Game-based student response systems
• Classroom dynamics

Technological Tools

Website: https://kahoot.com

• Kahoot! is a free Web site that allows teachers to create quizzes and surveys in which participants compete against each other. Scores are kept according to accuracy and response time, and top responders are revealed after each answer.
• It is a game-based classroom response system played by the whole class in real time.
• Quizzes can include music, pictures, and videos and are easily added to the background. There are two types of questions: multiple choice and true/false .
• Students can use smartphones, tablets, or computers to respond to the questions. Students are asked to enter a screen name and the game code to get started.

Source: Asa’d, R., & Gunn, C. (2018), Barnes (2017)

User Interface

Literature and other sources.

• Asa’d, R., & Gunn, C. (2018). Improving problem solving skills in introductory physics using Kahoot!. Physics Education, 53 (5), 053001.
• Barnes, R. (2017). Kahoot! in the Classroom: Student Engagement Technique. Nurse Educator, 42 (6), 280.
• Johns, K. (2015). Engaging and assessing students with technology: A review of kahoot! Delta Kappa Gamma Bulletin, 81 (4), 89-91.
• Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13 (1), 9.
• Orhan Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135 , 15-29.
• Tan Ai Lin, D., Ganapathy, M., & Kaur, M. (2018). Kahoot! It: Gamification in Higher Education. Pertanika Journal of Social Sciences & Humanities, 26 (1).
• Wang, A. I., & Lieberoth, A. (2016, October). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. In European Conference on Games Based Learning (Vol. 20). Academic Conferences International Limited.

What is Kahoot!?

https://www.youtube.com/watch?v=7XzfWHdDS9Q

How to create a kahoot – tutorial

https://www.youtube.com/watch?v=KJgZZQcsSPk

Kahoot Quiz for Medical Science

https://www.youtube.com/watch?v=P9Fm6cBe6HA

Type Of Kahoot Players

https://www.youtube.com/watch?v=hNuQ6S1wFfM

seemsocialskills

Social skills lesson with kahoot.

Post 1 – Social Skills Lesson

Posted by Rebecca Imming for 4th grade social skills group.

This is a group of 4th grade students in an alternative collaborative school setting for students with social/ emotional and behavioral needs. These students require a low staff to student ratio and multimodal instruction with supports in order to make progress. The class is a social skills group that teaches a wide range of skills to these students who all need extra support and guidance to navigate social issues. Many of them are online and using social media frequently, with varying levels of supervision and guidance at home.

The lesson is an application of a larger unit using the Social Thinking curriculum. Students would have already learned about being a social detective to determine what is expected and unexpected in a given situation. The lesson would consist of 1) class discussion and review of previous lesson on being a social detective, 2) review of expected and unexpected behavior definitions and examples using the social detective book, 3)students answer simple questions about what would be expected or unexected in example situations, and 4) students would get iPads and participate in the Kahoot https://create.kahoot.it/#quiz/12308815-7d29-4dca-bf52-fa5e120fb3c5

https://play.kahoot.it/#/k/f3530163-b144-46f5-8f23-14794945afe0

Kahoot is an online tool that allows users to create quizzes, discussions, or polls. These can then be played live with numerous portable devices (players simply enter the PIN for the game to be played) and the results show up in real time on the master device, in this case, the classroom computer and projector. There are many other features including “ghost mode” which lets players anonymously compete against the high score and “blind Kahoots” in which quizzes are designed to test or teach new material before it is formally introduced to the class. There are also ways to collaborate to create Kahoots and to interact with others playing the same Kahoot anywhere in the world.

A way to collaborate with this is to have students create their own Kahoots. Additionally, the Kahoots can be shared with others and modified. Teachers in different classrooms (or even different countries) can participate in the same Kahoot simultaneously so that teachers can collaborate for interdisciplinary lessons or just for carry-over of social skills. Players can also challenge each other to try to beat previous high scores in ghost mode.

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Advantages of Kahoot! Game-based Formative Assessments along with Methods of Its Use and Application during the COVID-19 Pandemic in Various Live Learning Sessions

Nagwa kostandy kalleny.

Professor of Histology and Cell Biology, Faculty of Medicine, Ain Shams University, Cairo, Egypt

Background:

Technology has played important roles in education, thus the application of online Kahoot! Game-based technology as a learning tool particularly in formative assessments might improve learning and achieve promising education. It can be applied live, either face to face or virtual in distance learning as during the current situation of COVID-19 pandemic that resulted in total shift toward online learning.

Methodology:

Kahoot! Game-based histology and cell biology lab formative assessments were prepared, equipped with light and electron microscopic photos, and applied for 2 nd year undergraduate medical students. Students' engagement was evaluated by calculating number of engaged students in Kahoot! versus number of attended students in each lab. Students' satisfaction was evaluated according to students' feedback collected on Kahoot! platform and by an online questionnaire applied on Google Forms which included 5 items that were measured on a 5-point Likert scale, with 1 indicating strongly disagree and 5 indicating strongly agree, with overall satisfaction ranging between 5 (least satisfaction) and 25 (maximum satisfaction). YouTube videos were done to demonstrate and spread the idea of using Kahoot! platform in education particularly in the COVID-19 pandemic.

Kahoot! was successfully applied in Histology and Cell Biology lab sessions. Students' engagement for Kahoot! game-based formative assessments were 100% in most lab sessions. The mean overall students' fun assessment score for Kahoot! was 4.65 out of 5. Most students recommended the use of Kahoot! game-based formative assessments. The mean overall Kahoot! questionnaire satisfaction score was 24.25 (ranging between agree and strongly agree). YouTube videos were successfully published.

Conclusion:

Kahoot! produces marked students' engagement and satisfaction in formative assessments enabling it to be applied live for any learning session either face to face or virtual for distance learning.

I NTRODUCTION

Nowadays, there is increase in the use of technology due to improved technologies and rising instructional needs particularly in the current situation of the COVID-19 pandemic that resulted in the total shift toward online learning all over the world. In addition, this increase is brought by the advent of new generation of students who learn differently from those of past years, as current students are becoming more technology dependent, loaded by many nonacademic tasks and stressed by time commitments; accordingly, it is mandatory to introduce medical students to the newest technologies available.[ 1 ]

Technology has played several important and critical roles in education, particularly in the very challenging and visual subject “Histology and Cell Biology,” regarding the invention of many tools as the light and electron microscopes. In addition, the emerging technology of virtual microscope in laboratory has many educational advantages.[ 2 ] With more advances in technology, educators of morphology-based curriculums have learning methods together with virtual slides to be used to engage students and assess learning outcomes before performing graded examinations.[ 3 ] Such methods are often formative assessments that allow classroom response systems[ 4 , 5 , 6 ] or audience response systems.[ 7 ]

Both light and electron microscopic structure of human cells, tissues and organs studied in Histology and Cell Biology is critical and valuable in the curriculum of medical and dental students. Added to that monitoring of students' learning through formative assessment is essential for adjusting pedagogical strategies. However, it seems difficult to apply online interactive lab sessions and display light and electron microscopic lab photos in a good resolution to improve students' learning of histology and cell biology. In addition, it seems difficult to integrate technology-supported formative assessments in lab learning sessions. However, nowadays, the incorporation of interactive learning activities via the use of the advanced technology might be promising in improving students' learning outcomes, engaging and satisfying students in an interactive lab learning environment together with assessing their learning achievement by formative assessments.[ 3 ]

In the context of medical education, particularly learning, medical mentors now have a great chance to introduce and incorporate advanced technology of game-based learning in their educational process. The integration of playing games in learning sessions has witnessed the emergence of a very unique idea of game-based learning or gamification.[ 8 ] Students are more likely to stay engaged in any educational activity if technology programs or platforms are involved and integrated with gamification.[ 9 , 10 , 11 , 12 ] Gamification or game-based learning is basically the use of game elements and game design techniques in nongame contexts, and it refers to the use or implementation of game mechanics and techniques outside the context of traditional game activities as in education.[ 13 ] The play nature of gamification gives students the opportunity to be fully engaged in the learning process and improves students' learning via increasing motivation among students.[ 8 , 14 ]

One of the best examples of a gamified learning sessions is Kahoot!, a game-based learning platform, that supplement educational practices with new technological capabilities. Kahoot!, a unique almost free game-based learning platform, was launched by the Norwegian University of Science and Technology (Make Learning Awesome, n.d.). It aims to make learning fun and programmed to suit learners of all ages, across all subjects, and in any language. It can be used simply by using any digital device with a browser and an existing infrastructure that include good internet connection. Kahoot! platform enables educator–learner interaction in different learning sessions of various sizes through competitive learning games. Students are not required to register for a Kahoot! account, instead they will be provided with a game PIN prior to joining a specific game at https://kahoot.it/#/ as directed by their mentor (game host). The strength of these games lies in having learning occurring naturally without the students realizing that learning is taking place. The Kahoot! environment provides time limits and scoring to create a competitive reviewing environment. Scores are displayed at the end of each game and educators can save the students' results in a digital document.[ 8 ]

Kahoot! is a new generation of digital game-based student response system that focuses on increasing students' engagement and motivation together with assessing students' understanding of a learning session.[ 15 ] Another major advantage of Kahoot! while using it in formative assessments, includes its ability to display high-quality images or videos with great graphical resolution.[ 16 ] The embedded visual and audio elements in Kahoot! present a gaming capability that can promote engagement, motivation, and learning among almost all students, including adult ones.[ 8 ] In addition, another study on Kahoot! involving almost 600 students, revealed that the variation in the use of Kahoot! music features positively affected students' enjoyment, motivation, engagement, and concentration. Furthermore, the provided individual feedback in terms of points contributed in assessing students' learning is another great advantage for Kahoot!.[ 17 ]

Students can benefit from formative assessments only when provided with feedback that allows them to assess their learning[ 18 , 19 ] aiming to improve learning strategies as it provides information about their performance,[ 18 , 20 , 21 ] particularly if this feedback is immediate as students benefited most from immediate feedback[ 22 ] and is provided during learning sessions while mentors are interacting with students, accordingly, it can significantly improve learning outcomes, and enhance teachers' teaching.[ 23 ]

Another important advantage for Kahoot! is that it can be used in the current situation of COVID-19 pandemic and complete lockdown due to coronavirus. Kahoot! can be applied live virtual for distance learning same way as its application face to face in the current study. However, for distance learning, mentors should share their screen with students via any video conferencing tool with screen-sharing capability (e.g., Zoom, Skype, WebEx, Google Hangouts Meet, others), so the students can join and play the game in any location. A well-designed multimedia tool will perform a valuable role in distance learning programs of higher education.[ 24 , 25 ]

Aim of the work

The purpose of this study was to identify the suitability of applying Kahoot!, a game-based learning platform, in lab sessions of histology and cell biology, as this is the first time to use Kahoot! as a formative assessment tool in histology and cell biology lab learning sessions in Extended Modular Program (EMP) of Faculty of Medicine Ain Shams University. In addition, the study aimed to assess students' engagement and satisfaction in Kahoot! formative assessments in histology and cell biology lab sessions of the respiratory system module.

Moreover, the study aimed to demonstrate methods of using and applying Kahoot! platform as a learning tool for any live learning session either face to face or virtual for distance learning to be beneficial in the current situation of the COVID-19 pandemic.

M ETHODOLOGY

Ethical issues.

The Institutional Review Board approval of the study was taken from the Research Ethics Committee at Faculty of Medicine Ain Shams University which is FMASU R 8/2020 in February 02, 2020, according to the guidelines of the International Council on Harmonization Anesthesiology and the Islamic Organization for Medical Sciences, the United States Officer for Human Research Protections, and the United States Code of Federal Regulations and operates under Federal Wide Assurance No. FWA 000017585.

All the study participants were oriented about the use of Kahoot! game-based learning technology and the photos taken and were informed that their participation in the Kahoot! game-based formative assessments is voluntary and has no impact on their final grades.

Study design

The participants of the current study were the undergraduate 2 nd -year EMP medical students who were studying histology and cell biology of respiratory system module in the Faculty of Medicine Ain Shams University. The participants were divided into six lab groups according to their timetable.

The traditional histology and cell biology lab learning sessions were in the form of a lecture followed by a laboratory component. The lecture component uses PowerPoint slides coupled with an educational talk. In the laboratory component, students have access to multiple glass slides, light microscopes, and light and electron microscopic photographs. These traditional lab learning sessions were neither interactive nor providing any feedback to students and their mentors about learning achievements.

Hence, instead of this traditional nonmotivating way of education, I applied an online Kahoot! game-based formative assessment lab activity at the end of the laboratory sessions in each of the six lab groups.

The Kahoot! game-based formative assessment online sessions was prepared by me to be in the form of four multiple-choice questions (MCQs) supplied with both light [ Figure 1 ] and electron [ Figure 2 ] microscopic photos for different structures of the human respiratory system. Each question is adjusted with a timer giving the students 60 s to answer.

A photograph showing a light microscopic photo of one of the structures of the respiratory system uploaded on Kahoot! platform in an multiple-choice question and displayed on screen during online gamebased formative assessment lab session

A photograph showing an electron microscopic photo of one of the structures of the respiratory system uploaded on Kahoot! platform in an multiple-choice question and displayed on screen during online game-based formative assessment lab session

Kahoot! lab formative assessments were played in the form of single mode game by choosing the Classic game option [ Figure 3 ] to test individual students' knowledge and learning achievements. Per quiz each student was able to receive a score of points that depends on accuracy and rapidity of answering the formative assessment.

A photograph showing choosing the classic game option on Kahoot! platform, indicating that this lab formative assessment is played in the form of single mode game to test individual students' knowledge and learning achievements

Being the mentor, I revealed the game via a web browser on a laptop that was displayed on a large screen via a projector. Students logged in into the platform using a web-browser, entered the game PIN number and their names using their mobile phones, and all appeared on the screen [ Figure 4 ]. All devices were connected to an internet source. During playing Kahoot! formative assessment, music and sounds were existing to give the quiz a playful and competitive atmosphere.[ 15 ]

A photograph showing Kahoot! lab formative assessment game pin number and the students' names who are engaged in the game appearing on the screen while playing the game live

Each MCQ in the formative assessment was displayed on the large screen along with four alternatives in different colors with associated graphical symbols. Each one of the students gave his/her answer by choosing the color and symbol he/she considered correspond to the correct answer using his/her mobile phone, thus conveying a student response system. After each question, a distribution of how all the students answered was shown on the screen, thus giving an immediate feedback for both students and mentors [ Figure 5 ].

A photograph showing scores of each one of four alternatives of an multiple-choice question in the formative assessment, each having a specific color with associated graphical symbol, revealing students' responses and immediate feedback as appearing on the screen

Furthermore interactive discussions were created in the sense that students and me as the mentor actively reviewed learning concepts after each question in the formative assessment and also created self-directed learning environment. After each question feedback, a scoreboard of the names of the five top students was shown on the screen [ Figure 6 ]. Accordingly, these Kahoot formative assessment lab sessions are considered to be an interactive review session. The term interactive review session was chosen as a descriptor for Kahoot! sessions because the game-based activity was designed around previously learned topics and needed deep interactive learning.[ 3 ]

A photograph showing a scoreboard of the names of the five top students who responded accurately and the quickest and their scores appearing on the screen for all to show

At the end of the Kahoot! formative assessment session, the students' names who won the formative assessment game or the quiz and their points were shown on the large screen [ Figure 7 ]. Finally, participants informed their immediate feedback on Kahoot! provided on the platform itself at the end of the formative assessment [Figure ​ [Figure8a 8a - ​ -c] c ] and Kahoot! provides the functionality for the mentor to download the results of the formative assessments in an Excel spreadsheet.[ 15 ]

A photograph showing the names of the students who won the formative assessment game and their points appearing on the screen for all to show

(a-c) Photographs showing the immediate students' feedback on Kahoot! platform regarding fun assessment, learning, recommendation, and feelings in using Kahoot! that was collected at the end of lab formative assessments in 3 different lab sessions

Participants' engagement of the current study was evaluated by calculating the number of engaged students in Kahoot! game-based lab formative assessment versus the number of students who attended each histology and cell biology lab session of respiratory system module.

Moreover, participants' satisfaction in Kahoot! game-based formative assessments in lab sessions of the current study was evaluated both immediately as being collected on Kahoot! platform at the end of lab formative assessments [Figure ​ [Figure8a 8a - ​ -c] c ] and later by an online questionnaire that was applied on Google Forms whose link was sent to participants via E-mail. The questionnaire included 5 items that were measured on a 5-point Likert scale, with 1 indicating “strongly disagree” and 5 indicating “strongly agree” with overall satisfaction ranging between 5 (least satisfaction) and 25 (maximum satisfaction).[ 8 ]

The questionnaire items were:

• Kahoot makes me remember the knowledge better compared to traditional lab sessions
• Kahoot helps me concentrate more during the session than traditional lab sessions
• Kahoot makes learning the structure in the photos easy and quick
• All photos (LM and EM) showed on Kahoot were clear and focused
• I wish Kahoot to be used in all lectures and labs.

Methods of demonstrating the use and application of game-based Kahoot! platform technology in any learning session was done by performing two YouTube videos that were recorded during the current COVID-19 pandemic via zoom meetings by me with distant players. Finally, the two videos were uploaded on ASU-MENA-FRI Health Professions Education Channel to demonstrate, elaborate, and spread the idea of using Kahoot! Platform in education particularly in COVID-19 lockdown of Corona virus pandemic.

The first YouTube video was prepared by me using PowerPoint presentation and Kahoot! platform and was recorded via zoom meeting with distant players. It is concerned with “Using Kahoot Platform in Education as a Game Based Learning Tool.”

The Second YouTube video was prepared by me using Kahoot! platform and recorded via zoom meeting with distant players. It is concerned with “Different Methods of Using Kahoot Platform Live in Learning Sessions.”

Results of identifying the suitability of application of Kahoot! game-based learning platform, in lab sessions of histology and cell biology

The results of the current study revealed that online game-based formative assessments using Kahoot! platform can be successfully applied in histology and cell biology lab learning sessions because of the uploaded light and electron microscopic photos that were revealed in great resolution in this platform as shown in Figures ​ Figures1 1 and ​ and2. 2 . Kahoot! platform is suitable for this very visual and challenging subject also because this platform enables users to upload images either from their own device or from the web. Moreover, the uploaded photos can be either used in the question itself, or it can be one of the answer options.

Results of students' engagement

As regards participants' engagement of the current study, the number of engaged students in Kahoot! lab formative assessment versus the number of students who attended each histology and cell biology lab session of respiratory system module were calculated and shown in Table 1 .

The number of engaged students in Kahoot! lab formative assessment versus the number of students who attended each Histology and Cell Biology lab session of Respiratory system module

In Table 1 , the number of students who attended the histology and cell biology lab sessions of the respiratory system module is not equal in the six groups. The difference in the number of students' attendance was because some students prefer attending lab sessions that were scheduled more earlier in the timetable than others that are scheduled at the end of the day.

As regards the number of engaged students in Kahoot! lab formative assessment versus the number of students who attended each of the six histology and cell biology lab sessions of the Respiratory system module, 4 of the 6 lab groups showed that all students who attended the lab sessions were engaged in Kahoot! formative assessments, so the students' engagement was 100% in these 4 lab sessions. However, only one student in each of the remaining two lab groups could not engage in applying their name in Kahoot! platform because their phones are out of charge as the timing of these two labs were performed in a late timing at the end of the day. Surprisingly, these students were motivated to answer the quiz by following the questions displayed on the screen and they were actively engaged in the discussion that was held after each question during playing the formative assessment.

Results of students' satisfaction

Results of students' satisfaction as assessed by students' feedback collected immediately on kahoot platform at the end of lab formative assessments.

As shown in Figure ​ Figure8a 8a - ​ -c, c , the students' feedback on Kahoot! platform that was collected immediately at the end of lab formative assessments in the current study revealed the following:

• The mean overall students' fun assessment of Kahoot! game was rated a score of 4.65 out of 5
• The vast majority of the students stated that they had learnt by Kahoot!
• The vast majority of the students recommended the way of learning using Kahoot!
• Most of students feel positive towards Kahoot!

Results of students' satisfaction as assessed by the online questionnaire

As regards participants' satisfaction of the current study, the students' satisfaction questionnaire in Kahoot! lab formative assessments revealed that the mean overall Kahoot! satisfaction score of the 5 items (5-point Likert scale) was 24.25 (ranging between agree and strongly agree). Moreover, the satisfaction score of each item of the 5 items in the students' satisfaction questionnaire revealed mean in the range between 4 and 5 (ranging between agree and strongly agree) as shown in Table 2 . Table 2 also showed the number and the percentage of students who responded in each of the 5 possible choices of each item, with 1 indicating “strongly disagree” and 5 indicating “strongly agree” with each item satisfaction ranging between 1 (least satisfaction) and 5 (maximum satisfaction).

The mean satisfaction score of each item of the 5 items in the students’ online satisfaction questionnaire and also the number and the percentage of students who responded in each of the 5 possible choices of each item, with 1 indicating “strongly disagree” and 5 indicating “strongly agree,” with each item satisfaction ranging between 1 (least satisfaction) and 5 (maximum satisfaction)

n : Number of participants, Strongly disagree: 1, Disagree: 2, Neutral: 3, Agree: 4, Strongly agree: 5

The results of students' satisfaction online questionnaire are interesting as they coincide with all the findings of the immediate feedback collected on Kahoot! platform and the observed students' attitude and reactions towards application of Kahoot! in learning sessions.

Results of the two YouTube videos that demonstrated methods of how to use and apply Kahoot! Game-based learning platform particularly during the COVID-19 pandemic in any learning session

It was noticed that the two YouTube videos were successfully distributed as they recorded hundreds of viewers in a relatively short time. These videos are:

This video displayed the following objectives:

• What Is Kahoot! Platform? And Why Using Kahoot! Platform in Education?
• How to Create a Kahoot! Account?
• How to Create a Kahoot! Game?
• What Are Instructions for Students Before Playing a Kahoot! Game?
• How Can You Play Kahoot! Live in Learning Sessions?

This video showed Kahoot! platform and its importance in education. It demonstrated steps of creating a Kahoot! account and game. It also demonstrated instructions for students before playing a Kahoot! game together with steps of how can Kahoot! be played live in learning sessions.

In fact, this video is ideal in demonstrating how virtual learning sessions can be applied for distance learning as in the current situation of COVID-19 pandemic.

• When Can You Play Kahoot! Live in Any Learning Session?
• Where and Which Type of Kahoot! Learning Games Can Be Played Live in Learning Sessions?
• How Can Kahoot! Learning Games Be Played Live in Learning Sessions?

This video showed that Kahoot! learning games can be played live anytime, in any learning sessions, either face to face in any educational hall or virtual for distance learning as in the current situation of the COVID-19 pandemic, via any video conferencing tool with screen sharing capability (e.g., Zoom, Skype, WebEx, Google Hangouts Meet, others,) in which you as a mentor has to share your screen with your students so they can join and play the game.

In fact, this video is an amazing one as it also demonstrates that the whole learning session can be prepared using Kahoot! platform only, no PowerPoint presentation to show that a complete live learning session with its knowledge together with its assessment can be done using Kahoot! platform only. Accordingly, Kahoot! platform can be used not only for formative assessments, but also for interactive teaching of various learning sessions with students' response system giving immediate feedback for both mentors and students about learning achievement.

D ISCUSSION

In the current study, Kahoot! game-based formative assessments were applied for the first time in EMP Faculty of Medicine Ain Shams University in Histology and Cell Biology lab learning sessions of the Respiratory system module after being successfully applied in Histology and Cell Biology lectures for the same participants. Kahoot! formative assessments were found to greatly improve students' enjoyment, engagement, motivation, and satisfaction towards application of formative assessments at the end of Histology and Cell Biology lectures and in attending the lectures themselves. The effects of Kahoot! game-based formative assessments in Histology and Cell Biology lectures on engagement and satisfaction was studied in a previous study whose abstract was submitted to Global Forum for Higher Education and Scientific Research Medical Education Summit 2020 and was provisionally accepted to be presented as a poster presentation.

Based on the participants' enthusiasm towards Kahoot! game-based formative assessments, and their engagement, enjoyment, motivation, and satisfaction in Kahoot! game-based formative assessments in lectures, I decided to apply Kahoot! game-based formative assessments in Histology and Cell Biology labs, because fortunately LM and EM photos of the Histology and Cell Biology Respiratory system module course can be uploaded on Kahoot! platform in a great resolution, accordingly it can be a successful gamification tool for Histology and Cell Biology lab formative assessments. The possibility of uploading images in Kahoot! platform that were displayed in high quality with great graphical resolution is considered a great advantage of this game-based platform to be used as a formative assessment tool as compared to other formative assessment online tools.[ 3 , 16 ]

In the current study, Kahoot! game-based formative assessments were applied in the last 10 min of Histology and Cell Biology lab learning sessions aiming to review mentioned knowledge and assess learning of the session in an interactive way rather than the noninteractive traditional lab sessions that were non motivating, and don't provide any feedback. The application of Kahoot! game-based formative assessment as an interactive review session at the end of the learning sessions was partially as an attempt to prevent any negative influence to the learning sessions if students rejected the game-based formative assessment by Kahoot! platform, and partially based on an author's description of review sessions who mentioned that the review sessions are aimed to help students learn and prepare for upcoming exams particularly if these review sessions were incorporated by active and cooperative learning approaches.[ 26 ] In agreement, Kahoot! game-based formative assessments applied at the end of lab learning sessions in the current study were very interactive in the sense that students and me as being their mentor actively discussed concepts after each of the 4 displayed MCQs and also at the end of the formative assessment session aiming to fill any missing gap of information, ensure proper understanding and correct any misunderstanding of knowledge and review all learning outcomes.

Some authors identified that the questioning and answering is the most common form of interaction between students and lecturer and it created a Classroom Response System improving interactive discussion in the classroom and providing instant feedback to the teacher and students. They also noticed that the use of classroom response systems helped to promote students' class participation and enabled them to assess their understanding.[ 27 ] In accordance, a classroom response systems, also known as interactive response system, student response system, personal response system, or audience response system, is intended to increase students' learning, confidence, attendance, interaction in class and the lecturer's ability to respond to students' misconceptions.[ 28 ] Moreover, the student response system and the immediate feedback made students more likely engage in learning sessions and get more understanding of their subjects.[ 7 , 29 ]

In the current study, Kahoot! platform provided immediate accurate feedback for both mentor and students. As for mentor, amazingly, these formative assessment sessions that were associated with interactive discussions have illuminated the strengths and weaknesses of my own teaching. These sessions also informed me about students' problems in learning rather than the noninteractive traditional lab sessions. Moreover, the immediate feedback after each question gave me an idea about what was not properly learnt or misunderstood during the learning sessions; accordingly, I can improve my teaching strategies to be suited for all students. This agrees with other authors who reported that the provided students' immediate feedback allowed mentors for early identification of areas for improvement and implementation of approaches to promote more effective education, teaching and learning.[ 7 ]

As for students, the current study exhibited successful Student Response System integrated with the provided immediate feedback. All students were provided with the correct answer of each question as shown immediately on the screen, so each student could evaluate himself/herself without being embarrassed if he got the answer wrong. On the other hand, the top-five students' names and score points who answer the question correctly and quickly appear on the screen, thus students get more motivated to engage in the formative assessment and compete against each other in a safe fun learning environment aiming to be one of the top-five scorers in order to see his/her name displayed on the screen for all to show. Thus, the immediate feedback incorporated in the interactive learning sessions in the current study prevented students' isolation and created safe fun self-directed active deep learning environment that was encouraging for all students to engage and collaborate in the interactive discussion during the formative assessment, and in learning in general. In accordance, some authors reported that Kahoot! game-based formative assessments created safe learning environment by avoiding some challenges in implementing a social constructivist learning activity, such as students' inadequate knowledge and their embarrassment in exposing one's inadequate understanding to peers, which are limiting factors for students' participation in answering the assessments and in learning engagement.[ 30 ]

The advantages of interactive sessions for mentors and students revealed that students can independently evaluate themselves regarding their strength and weak points and the teacher can evaluate the depth and/or lack of their knowledge. Added to that, active review sessions made students concentrate on the knowledge, better prepared for problem solving and develop the thinking skills required for the exam.[ 26 ] Great evidence proposed that student-focused methods improve learning and academic performance compared with traditional teacher-centered approaches.[ 31 ] In accordance, the current study revealed that, as compared to traditional lab sessions, the students-mentor interaction created during Kahoot! formative assessments when applied in Histology and Cell Biology lab sessions presented an important component of learning and is considered a key to success in students' engagement and satisfaction towards the application of Kahoot! game-based formative assessments.

Regarding students' engagement, as shown in Table 1 , the current study revealed that in 4 of the 6 lab groups, Kahoot! game-based formative assessment students' engagement measured 100%, in which the number of engaged students in Kahoot! lab formative assessment is equal to the number of students who attended each of these 4 Histology and Cell Biology lab sessions of the Respiratory system module, thus all students who attended these 4 lab sessions were engaged in Kahoot! formative assessment. However, in the remaining two lab sessions, only one student in each of these two lab groups could not engage because their phones are out of charge as the timing of these two labs were performed in a late timing at the end of the day. Fortunately, these two students who were unable to charge their phones and engage by their mobile phones in the assessment, they followed the questions displayed on the screen and actively engaged in the interactive discussion of the answers of each question displayed in Kahoot! game-based formative assessment. Accordingly, it was noticed that all students were motivated to engage in this lab game-based activity. Thus, Kahoot! formative assessment game-based interactive sessions are beneficial in education as they are successful in performing full engagement of all students and preventing separation of any student who attended the lab session even if he/she could not join the game by entering his/her name, amazingly, these students were successful in joining the assessment, participating in the active discussion and assessing their learning achievement. In agreements, other studies showed that use of classroom response systems and student–mentor interaction increased students' enthusiasm, attendance, attention, and in-class participation.[ 32 , 33 , 34 ] Moreover, another study revealed that engaging students in the interactive discussion revealed many advantages in making them responsible for summarizing, integrating, or synthesizing the information.[ 26 ]

Regarding the current study, these interactive Kahoot! game-based formative assessment lab sessions compared with traditional lab sessions were not only engaging, but also still having several other advantages regarding students' satisfaction as verified by the results of both the students' feedback on Kahoot! platform as shown in Figure ​ Figure8a 8a - ​ -c c that was collected immediately at the end of lab formative assessments and the results of the online students' satisfaction questionnaire as revealed in Table 2 of the present study. The students' feedback that was collected on Kahoot! platform immediately at the end of lab formative assessments in the current study revealed that the vast majority of the students had learnt by Kahoot!, and recommended the way of learning Histology and Cell Biology using Kahoot!. Amazingly these findings coincided with the students' online satisfaction questionnaire items concerning Kahoot! lab formative assessment effects on learning as compared to the traditional lab learning sessions, which are: “Kahoot makes me remember the knowledge better compared to traditional lab sessions” and “Kahoot helps me concentrate more during the session than traditional lab sessions,” these items showed mean students' satisfaction score of 4.84 and 4.78, respectively (ranging between agree and strongly agree), denoting that the students definitely preferred Kahoot! game-based formative assessments in their lab learning sessions rather than traditional lab sessions. Gamification or game-based learning builds students' full attention and fosters knowledge retention due to its “play nature.”[ 8 ]

A serious game is an engaging interactive computer application that supplies the user with skills, knowledge, or useful attitudes. It has a challenging goal incorporating scoring mechanism and is fun to play.[ 35 ] In agreement, in the current study most probably students preferred learning by these game-based sessions because of the fun competition between them while playing the formative assessment. Also, the created interactivity between them and between them and the mentor during the discussion of answers of each question ensured proper understanding of each question before shifting to the other. Most of students feel positive towards the use of Kahoot! and the mean overall students' fun assessment of Kahoot! game rated 4.65 out of 5 as indicated in the students' feedback on Kahoot! platform, that was collected immediately at the end of lab formative assessments. All these findings of the current study are specifically interesting as Kahoot! games aimed for engaging and satisfying students by its competitive interactive response system in a fun safe social context. Similarly, other studies based on students' feedback on Kahoot! platform revealed that most of the students considered Kahoot! activity fun and they felt positive during its use. Students judged that they had learned via Kahoot! and they recommended it to be used in learning.[ 14 , 36 ] Having fun with others while playing an educational Kahoot! game is enjoyable and not stressful and goes beyond the traditional way of learning and it also enables students to practice and revise the knowledge.[ 14 ] Added to that another study revealed that their students mentioned that the elements of fun and play are benefits of the Classroom Response Systems that made their lectures more interesting.[ 27 ]

Interactive review sessions help students call attention to the learning processes and was associated with better achievements in their learning goals. Moreover, these sessions also reduced the pretest anxiety that often be associated with high-stakes exams.[ 26 ] Added to that in a recent study, the students reported that Kahoot! exercises set a more relaxed environment for discussions by creating an atmosphere of trust, without any judgment. Students also reported that Kahoot! gamification made them enjoyed themselves more and were willing to learn Histology classes.[ 16 ] In accordance, the current study students' satisfaction questionnaire item concerning “Kahoot makes learning the structure in the photos easy and quick” revealed mean students' satisfaction score of 4.85 (ranging between agree and strongly agree), denoted that Kahoot! game-based formative assessments could improve learning students' outcomes more than traditional lab sessions. Also, this agreed with the mean students' satisfaction score that revealed 4.9 (ranging between agree and strongly agree) of the item “All photos (LM and EM) showed on Kahoot were clear and focused.” In fact, one of the main great advantages that made Kahoot! appropriate for learning Histology and Cell Biology in the current study was the display of light and electron microscopic photomicrography in high resolution in this platform. Thus, students could easily and quickly identify the structure of the cells, tissues, and organs of the body from images that were projected in Kahoot! platform. In agreement, other studies revealed that the display of high-quality images with great graphical resolution is a major advantage of web-based learning platforms in learning Histology.[ 3 , 16 ]

Similarly, the current study revealed that the students prefer using Kahoot! platform as a game-based formative assessment tool in Histology labs and even in all various learning sessions. This was indicated by the mean students' satisfaction score measuring 4.9 (ranging between agree and strongly agree) regarding the last item in the questionnaire about “I wish Kahoot to be used in all lectures and labs,” which in fact indicates that the use of technology in the form of gamification using Kahoot! platform as a game-based formative assessment tool in learning sessions is very successful and could achieve promising education. The present study can be supported by other study, which indicated that students perceived that the use of innovative technology in education significantly influenced their motivation towards learning the concepts of Histology, also had a positive impact on the students' attention and satisfaction in learning compared to traditional microscope-based studies. Learning the fundamentals of histology may benefit from a shift from educator-focused/traditional learning session to technology directed, student-oriented education.[ 37 ] Added to that a more recent study showed that the overall student learning performance for the gamification in Histology was rather high.[ 16 ]

The present study students' satisfaction and engagement agreed with other study which indicated that the students found Kahoot! to be beneficial in terms of reinforcing and fostering their learning of both theoretical and practical aspects. The later study also indicated that Kahoot! induced students' motivation as well as engagement in the learning process.[ 8 ] In agreement, it was noticed that the gamified formative assessments via using the advanced technology of Kahoot! platform induced a beneficial student response system and enhanced students' enjoyment, engagement, motivation, and concentration in learning.[ 15 ]

The utilization of emerging game-based technology of Kahoot! as a formative assessment tool investigated in another study in Histology and Cell Biology lectures and in the current study in Histology and Cell Biology labs Respiratory system module course, both acknowledged a way to improve learning in Histology and Cell Biology. As compared to traditional learning sessions, Kahoot! better presented, reviewed the learning material in an interactive fun competitive and stimulating manner, enhanced students' engagement, and satisfaction by making the learning sessions more informative, yet retaining the student-directed response system together with providing immediate accurate feedback for both mentors and students. Thus, as technology is being progressively integrated as a part of teaching in view of improving students' engagement, motivation and satisfaction in the learning process, thus innovative changes have become a critical part of education particularly in complete lockdown as in the current situation of COVID-19 pandemic. Accordingly, it is preferred to use the new technology of Kahoot! platform as a game-based learning tool in educational activities.

Added to that the performed YouTube videos that aimed to demonstrate, elaborate, and spread the idea of using Kahoot! platform in education particularly in the COVID-19 lockdown, is in fact a very beneficial and successful tool for presenting and distributing the idea to many different people in any place using any device to encourage and educate them the use and implementation of Kahoot! platform in education even if they teach any subject to any age, and even if they spoke different languages, since the visualization of the method in a video can benefit them. These videos recorded hundreds of viewers in a relatively short time. In agreement, the use of video-based lectures are one of the valuable tools in online learning that offers many advantages and can overcome the numerous obstacles that can challenge classic educational activities.[ 38 ]

Moreover, in accordance to the idea and the results presented in the current study together with the YouTube videos links included in the present study regarding the use of Kahoot! game-based technology live in any learning sessions either face to face or virtual for distance learning, a systematic review regarding the application of digital serious games for medical education revealed that the application of these games for education of medical professionals form an innovative approach to the education of medical professionals and its application is increasing. Interactive learning by means of serious games played on platforms by personal computers or smartphones can apply multi modal interactive content in any virtual environment and can be applied to train both technical and non-technical skills.[ 9 ] In addition, a recent study identified that using technology-based tools, such as Kahoot! enhances formative assessment and subsequently, improves students' learning. Kahoot! helps in providing individualized learning and feedback which, in turn, leads to engaging students in an effective interactive learning environment and makes the educational formative assessment activity informative, interesting with fun.[ 6 ]

C ONCLUSION AND R ECOMMENDATIONS

Based on the current study results, findings, and the YouTube videos, it is concluded that Kahoot! platform proved to be a perfect formative assessment tool in learning Histology and Cell Biology revealing many advantages. Kahoot! can display high-resolution LM and EM photos, facilitates fun interactive informed discussions between students and mentors, allows accurate immediate feedback. Kahoot! succeeded in inducing students' engagement, motivation, and satisfaction in formative assessments as well as in learning sessions. Kahoot! platform can be used not only for formative assessments, but also for learning various sessions by interactive teaching enabling students' responses system and giving immediate feedback for both mentors and students about learning achievement.

As Kahoot! formative assessments are beneficial in integrating assessment with teaching, accordingly, this study recommends educators to integrate Kahoot! game-based technology in learning to engage their students, assess understanding and correct misconceptions; and to improve students' learning aiming to achieve promising education.

Limitations

The only limitations of the use of Kahoot! game-based technology are shortage of internet coverage or connection and/or lack of charge of electronic devices.

Future work

Although gamification seemed to be effective in learning Histology and Cell Biology, this belief must be generalized to other subjects with further research.

Also, empirical research to investigate the effectiveness of using Kahoot! game-based technology as a formative assessment tool on students' learning achievements and performance should be done.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Acknowledgments

I would like to acknowledge ASU-MENA-FAIMER Institute, in addition to administrators, IT staff, officers, and students of EMP Faculty of Medicine Ain Shams University and players who shared in the YouTube videos.

R EFERENCES

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Students’ perceptions of Kahoot! : An exploratory mixed-method study in EFL undergraduate classrooms in the UAE

• Published: 18 January 2021
• Volume 26 , pages 3629–3658, ( 2021 )

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• Azza Alawadhi   ORCID: orcid.org/0000-0002-7778-3301 1 &
• Emad A. S. Abu-Ayyash 2  

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In recent years, game-based student response systems (GSRS) such as Socrative , Quizlet, and Kahoot! has become a popular tool to increase motivation, enhance classroom engagement, and facilitate collaborative learning. Despite the popularity of GSRS, little research has attempted to understand student perceptions using these platforms for language learning across higher education in the Middle East. The purpose of this exploratory mixed methods research was to examine undergraduate student perceptions of Kahoot! , a game-based interactive platform in an English language course at a federal higher education institution in the UAE. The qualitative phase of data collection involved using semi-structured interviews ( N =10) to understand Emirati students’ general perception of Kahoot! . In addition, quantitative evidence was collected through an online survey ( N =112) to find out which variables identified in the interviews were experienced by the majority of undergraduate students using Kahoot! . Results were found to be consistent with the current literature as there was a positive general response towards Kahoot!, with the highest influence reported on increased motivation, improved classroom engagement, and enhanced learning experience. However, the effect on academic performance was not significant as perceived by Emirati students. The outcome of this study suggests that gamified digital platforms could be incorporated as part of the teaching pedagogy to retain students’ attention, increase participation, and provide students with an enhanced enjoyable learning experience.

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Alawadhi, A., Abu-Ayyash, E.A.S. Students’ perceptions of Kahoot! : An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Educ Inf Technol 26 , 3629–3658 (2021). https://doi.org/10.1007/s10639-020-10425-8

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How To Show Answers On Kahoot

• How-To Guides
• Tech Setup & Troubleshooting

Introduction

Welcome to the world of Kahoot, the exciting and interactive platform that has transformed the way students and educators engage in learning. Kahoot is a game-based learning tool that allows users to create and play quizzes, surveys, and discussions.

With its user-friendly interface and innovative features, Kahoot has become a popular tool in classrooms, corporate training sessions, and even social gatherings. One of the key features that sets Kahoot apart from traditional quizzes is its ability to show answers.

In this article, we will explore the importance of showing answers on Kahoot and provide a step-by-step guide on how to enable this feature. Whether you’re an educator looking to assess your students’ understanding or a host wanting to engage your participants, showing answers on Kahoot can enhance the learning experience and create a competitive and engaging atmosphere.

So, let’s dive in and discover how you can make the most of Kahoot by unlocking the power of showing answers!

What is Kahoot?

Kahoot is an innovative and interactive learning platform that has revolutionized the way individuals, from students to professionals, engage in education and training. It is designed to make learning fun and engaging by incorporating game-based elements into the learning experience.

At its core, Kahoot allows users to create and play interactive quizzes, polls, and discussions. Users can access Kahoot via a web browser or through the dedicated mobile app, making it accessible and versatile in various learning environments.

Through Kahoot, educators can create custom quizzes to test their students’ knowledge on different subjects. Participants can join a Kahoot game by entering a unique game PIN on their devices, be it a smartphone, tablet, or computer. The game is played in real-time, with questions and answer options displayed on a shared screen, such as a projector or interactive whiteboard.

Kahoot combines elements of competition and collaboration, allowing participants to compete against each other and see their scores on the leaderboard. This leaderboard feature adds a fun and competitive edge to the learning experience, motivating participants to strive for high scores.

Additionally, Kahoot offers a variety of question formats, including multiple-choice, true or false, and open-ended questions, allowing educators to assess different types of learning objectives. It also provides options for incorporating images and videos into the questions, making the learning experience even more engaging and interactive.

Furthermore, Kahoot offers a range of customization options, allowing educators to personalize the quizzes with relevant themes, colors, and images. This helps create a visually appealing and immersive learning environment that captures the attention and interest of participants.

Overall, Kahoot provides an innovative and interactive approach to learning, promoting engagement, collaboration, and fun. Its user-friendly interface and extensive features make it a valuable tool for educators and a captivating platform for learners of all ages and backgrounds.

Why should you show answers on Kahoot?

Showing answers on Kahoot can significantly enhance the learning experience and offer valuable insights for both educators and participants. Here are some reasons why you should consider enabling the “Show Answers” feature when using Kahoot:

1. Reinforce learning: By displaying the correct answers after each question, participants can reinforce their understanding of the topic. Seeing the correct answers allows them to identify any misconceptions they may have had and learn from their mistakes. It provides an opportunity for immediate feedback and encourages active learning.

2. Facilitate discussion and explanation: Once the answers are shown, educators can take the opportunity to discuss and explain the correct answers in more detail. This allows for deeper comprehension and enables participants to learn from the insights and explanations provided. It encourages a collaborative and interactive learning environment.

3. Motivate healthy competition: The leaderboard feature in Kahoot fosters healthy competition among participants. By showing the answers, learners can see how they performed compared to others, creating a sense of motivation and drive to improve. It encourages participants to engage and strive for higher scores, leading to a more dynamic and engaging learning experience.

4. Assess understanding and identify knowledge gaps: Showing answers on Kahoot allows educators to assess how well participants grasp the content. By analyzing the percentage of correct answers for each question, educators can identify common misconceptions, knowledge gaps, and areas where further instruction might be required. This insight enables educators to tailor their teaching strategies to address specific learning needs.

5. Promote critical thinking and problem-solving: Displaying the correct answers can serve as a starting point for critical thinking and problem-solving discussions. Participants can analyze the reasoning behind the correct answers, evaluate different approaches, and engage in meaningful discussions. It encourages participants to think deeper and develop their analytical skills.

Overall, showing answers on Kahoot adds an extra layer of engagement and interactivity to the learning experience. It provides participants with immediate feedback, encourages discussion, and helps educators assess understanding. By enabling this feature, you can transform your Kahoot game into a powerful educational tool that promotes deep learning and knowledge retention.

Step-by-step guide to showing answers on Kahoot

If you want to enhance the learning experience and provide immediate feedback to participants, here is a step-by-step guide on how to show answers on Kahoot:

1. Create your Kahoot game : Log in to your Kahoot account and click on the “Create” button to start creating your game. Choose a suitable title and select the appropriate question format for your quiz, such as multiple-choice or true/false.

2. Enable the “Show Answers” feature: In the question editor, you will find an option to enable the “Show Answers” feature. Toggle this feature on to display the correct answers to participants after each question.

3. Customize the answer reveal settings: Kahoot provides options to customize how the answers are revealed to participants. You can choose to show the answers immediately after each question or delay their reveal to create suspense. Consider the learning objectives and the dynamics of your group to determine the most suitable answer reveal setting.

4. Start the game and display the answers: Once you have finished creating your Kahoot game, you are ready to start the game. Share the game PIN with the participants, and make sure everyone has joined the game on their devices. As you progress through the questions, the participants will see their answers on their screens, and you can display the correct answers on the shared screen for everyone to see.

5. Discuss and provide explanations: After each question, take a moment to discuss the correct answer and provide explanations to help participants understand the reasoning behind it. Encourage participants to ask questions and engage in further discussions to deepen their understanding of the topic.

6. Repeat the process for each question: Continue the game by repeating steps 3 to 5 for each question in your Kahoot game. Showing answers and discussing them after each question creates a continuous learning cycle and encourages active participation from the participants.

By following this step-by-step guide, you can incorporate the “Show Answers” feature into your Kahoot game, enhancing the learning experience, promoting discussion, and providing immediate feedback to participants. Remember to consider the specific needs and dynamics of your group as you customize the answer reveal settings and facilitate discussions throughout the game.

Create your Kahoot game

Creating a Kahoot game is the first step to engaging your participants and incorporating the “Show Answers” feature. Here’s a step-by-step guide on how to create your Kahoot game:

1. Log in to your Kahoot account: Start by logging into your Kahoot account. If you don’t have one, you can sign up for free at kahoot.com.

2. Click on “Create”: Once you’re logged in, click on the “Create” button on the top right corner of the screen. This will open the Kahoot game editor.

3. Title your Kahoot game: Give your Kahoot game a descriptive and engaging title that reflects the theme or subject of your quiz. This will help attract participants and create excitement.

4. Select the appropriate question format: Choose the question format that best suits your quiz. Kahoot offers various options, including multiple-choice, true/false, and open-ended. Consider the learning objectives and the type of content you want to assess when selecting the question format.

5. Add questions and answer options: Start adding questions to your Kahoot game . Each question should have a clear and concise prompt, followed by a set of answer options. Be creative and make the questions engaging to keep the participants interested.

6. Set the correct answers: For each question, select the correct answer option. This is crucial for the “Show Answers” feature, as it determines which answers will be displayed to participants after each question.

7. Include images and videos (optional): Kahoot allows you to enhance your questions by adding images and videos. This can make your game more visually appealing and interactive, adding an extra element of engagement for participants.

8. Customize the game settings: Kahoot provides various customization options to make your game unique. You can customize the game’s appearance by selecting themes, colors, and backgrounds. You can also adjust the time limit for each question and enable or disable other features such as points, music, and audience participation options.

9. Save and preview your Kahoot game: Before finalizing your Kahoot game, make sure to save your progress and preview the game to ensure everything looks and functions as intended. This allows you to make any necessary adjustments before sharing it with participants.

10. Share the game PIN: Once you are satisfied with your Kahoot game, share the unique game PIN with your participants. They will need this PIN to access and join the game on their devices.

By following these steps, you can create a customized and engaging Kahoot game that aligns with your learning objectives. Remember to consider the content, format, and customization options available to create a fun and interactive learning experience for your participants.

Enable the “Show Answers” feature

Once you have created your Kahoot game, the next step is to enable the “Show Answers” feature. Enabling this feature allows participants to see the correct answers to each question after responding. Here’s how to enable the “Show Answers” feature:

1. Access the question editor: Open your Kahoot game and navigate to the question editor. This is where you can modify and customize the settings for each question.

2. Toggle on the “Show Answers” feature: Within the question editor, you will find an option to enable the “Show Answers” feature. It is usually displayed as a toggle switch next to the question or answer options. Simply click on the toggle switch to turn it on and activate the feature.

3. Customize the answer reveal settings: Kahoot also allows you to customize how the answers are revealed to participants. You can choose to show the correct answers immediately after each question or set a delay to create suspense. Consider the learning objectives and the dynamics of your group to determine the most suitable answer reveal setting.

4. Save your changes: Once you have enabled the “Show Answers” feature and customized the answer reveal settings, make sure to save your changes in the question editor. This ensures that the feature is activated and will be applied throughout the game.

5. Repeat for each question: Repeat this process for each question in your Kahoot game. Enabling the “Show Answers” feature individually for each question ensures that participants can see the correct answers after responding to every question.

By following these steps, you can enable the “Show Answers” feature in your Kahoot game and provide participants with immediate feedback. The “Show Answers” feature enhances the learning experience by allowing participants to reinforce their understanding, facilitating discussions, and promoting active engagement in the learning process.

Customize the answer reveal settings

Customizing the answer reveal settings in your Kahoot game allows you to control how the correct answers are displayed to participants. By personalizing the answer reveal settings, you can create a more dynamic and engaging experience. Here’s how to customize the answer reveal settings:

1. Choose the timing: Kahoot provides different options for when the correct answers are revealed. You can choose to show the answers immediately after each participant responds or set a delay to build suspense. Consider the complexity of the question and the desired level of engagement when deciding on the timing of the answer reveal.

2. Enable or disable explanations: In addition to showing the answers, Kahoot allows you to provide explanations for each question. This feature can be valuable in promoting understanding and learning. Decide whether you want to enable or disable the explanations for each question based on the learning objectives and the need for additional context or discussion.

3. Control the visibility duration: When showing the correct answer, you can also control how long it stays visible on the shared screen. This duration can be crucial for participants to take a quick glance or to discuss the answer before moving on to the next question.

4. Consider sound effects: Kahoot also offers optional sound effects that can accompany the answer reveal. Sound effects can add excitement and engagement to the game. Think about whether or not you want to include sound effects and select the most suitable ones for your Kahoot game.

5. Save your settings: Once you have customized the answer reveal settings to your liking, make sure to save your changes. This ensures that your preferred settings will be applied throughout the game and that participants will experience the desired answer reveal effects.

6. Test and preview: Before launching your Kahoot game for participants, it’s always a good idea to test and preview the answer reveal settings. This enables you to see how the answers will be presented and make any necessary adjustments to optimize the overall experience.

By customizing the answer reveal settings in your Kahoot game, you can create a more interactive and engaging learning environment. Through controlling the timing, using explanations, adjusting visibility duration, and considering sound effects, you can tailor the answer reveal experience to match your educational goals and the preferences of your participants.

Start the game and display the answers

Once you have created and customized your Kahoot game, it’s time to start the game and display the answers to the participants. Here’s a step-by-step guide on how to do it:

1. Share the game PIN: Provide the unique game PIN to the participants so they can join the game on their devices. Make sure everyone is ready and connected before proceeding.

2. Launch the game: Start the game by clicking on the “Play” button. This will initiate the Kahoot session and display the first question on the shared screen.

3. Participants respond: As the questions appear on the shared screen, the participants will answer on their own devices. Encourage them to answer each question to the best of their abilities within the given time limit.

4. Reveal the correct answers: After the participants have submitted their answers, you can reveal the correct answers by clicking on the “Show Answers” button. The correct answers will be displayed on the shared screen for everyone to see.

5. Discuss and provide explanations: Take the opportunity to discuss the correct answers and provide explanations to help participants understand the concepts. Emphasize the reasoning behind each correct answer, address any misconceptions, and encourage participants to ask questions or share their thoughts.

6. Proceed to the next question: Once the discussions and explanations are complete, move on to the next question by clicking the “Next” button. Repeat the process of participants responding, revealing the correct answers, and engaging in discussions for each subsequent question.

7. Monitor progress and leaderboard: Throughout the game, monitor the progress of participants and keep an eye on the leaderboard. The leaderboard displays the scores of participants, fostering competition and motivation. Participants can see how they rank compared to others, which can further drive engagement and participation.

8. Continue until the end: Continue playing the game, revealing answers, and facilitating discussions for each question until you reach the end of the game. Keep the energy and engagement levels high by maintaining a good pace and encouraging participation.

9. Conclude the game: Once all the questions have been answered, you can conclude the game by sharing final remarks and thanking the participants for their participation. You can provide a brief summary of the key concepts covered and address any outstanding questions.

By following these steps, you can start your Kahoot game, display the correct answers, and facilitate engaging discussions. The process of revealing answers and discussing them after each question helps ensure active participation, provides immediate feedback, and contributes to a more meaningful and interactive learning experience.

Additional tips and tricks for showing answers on Kahoot

While the “Show Answers” feature in Kahoot can enhance the learning experience, there are a few additional tips and tricks you can implement to make the most of this feature. Consider the following suggestions:

1. Use the timer effectively: When revealing the correct answers, keep a timer visible on the shared screen. This way, participants can see how much time is remaining to review the answers and engage in discussions before moving on to the next question.

2. Encourage peer-to-peer discussions: Instead of solely providing explanations yourself, encourage participants to engage in discussions with their peers. This promotes active learning and allows participants to learn from one another. Consider dividing participants into small groups or pairs during the answer reveal phase to promote collaboration and a deeper understanding of the material.

3. Incorporate multimedia elements: Take advantage of Kahoot’s multimedia capabilities by including relevant images, videos, or audio in your questions and answer options. This can make the answer reveal phase more engaging and visually stimulating for participants, enhancing their overall learning experience.

4. Provide additional resources: Alongside the answer reveal, consider sharing additional resources such as articles, videos, or websites related to the topic. This allows participants to explore the concepts in more depth, reinforcing their understanding and encouraging further exploration beyond the Kahoot game.

5. Use open-ended questions strategically: While multiple-choice questions are common in Kahoot games, consider integrating open-ended questions strategically. During the answer reveal phase, use these questions to initiate deeper discussions, allowing participants to provide their analysis and reasoning. This encourages critical thinking and the development of higher-level cognition skills.

6. Analyze and reflect on participant performance: After the game, take the time to analyze the participants’ performance and reflect on the results. Identify any areas where participants struggled or excelled, and consider revisiting those topics in future lessons or training sessions. This continuous improvement process can enhance the effectiveness of your Kahoot games.

7. Collect feedback from participants: Encourage participants to provide feedback on their experience with the “Show Answers” feature. This feedback can help you fine-tune your approach and make adjustments to future Kahoot games, ensuring a more optimal learning experience for participants.

By implementing these additional tips and tricks when showing answers on Kahoot, you can enhance engagement, foster discussions and collaboration, and create a more interactive and effective learning environment. Experiment with different techniques to find what works best for your audience and learning goals.

Incorporating the “Show Answers” feature in Kahoot can greatly enhance the learning experience for participants. By enabling this feature, you provide immediate feedback, reinforce understanding, stimulate discussions, and promote engagement. Customizing the answer reveal settings and using additional tips and tricks can further optimize the impact of this feature.

Kahoot, with its game-based learning approach, has revolutionized the way individuals learn and engage with educational content. By incorporating the “Show Answers” feature, educators and hosts can create a dynamic and interactive learning environment. Participants have the opportunity to reinforce their knowledge, discuss the correct answers, and develop critical thinking and problem-solving skills.

Remember to create a well-designed Kahoot game, enable the “Show Answers” feature, and customize the answer reveal settings. Encourage discussions, provide explanations, and use multimedia elements to keep the learning experience engaging and interactive.

Continuously evaluate participant performance and gather feedback to improve future Kahoot games and tailor them to the specific needs of your audience. By utilizing the power of the “Show Answers” feature effectively, you can maximize the benefits of Kahoot and create an enjoyable and effective learning experience for all participants.

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three appropriate media and technology resources that support...

three appropriate media and technology resources that support content, skill development, and engage and support the learning of all students, and how they can relate to humanities content areas.

Include the following for each resource in your video:

• Summary of the resource, including links and relevant information needed to access it
• How the resource will support content and skill development, particularly in humanities
• How the resource will engage students and support learning
• How the resource will foster innovation and problem solving

In addition, submit a one-page outline summarizing the information in your video.

Support your findings with a minimum of three scholarly references.

Answer & Explanation

Shown below are written responses that includes three appropriate media and technology resources (kahoot, google classroom, and quizletthat support content and skill development while engaging students and fostering innovation in the humanities. I also included a one-page outline summarizing the information. Kindly refer below.

Summary of the Resources:

Kahoot: Kahoot is a game-based learning platform that allows educators to create interactive quizzes, surveys, and discussions for students. It can be accessed through the Kahoot website or app. Educators can create their own Kahoot games or use existing ones from the platform's vast library.

Google Classroom: Google Classroom is a learning management system that facilitates communication, collaboration, and assignment distribution between teachers and students. It is part of the Google Workspace for Education suite and can be accessed through any web browser.

Quizlet: Quizlet is an online study tool that allows students and educators to create, share, and study digital flashcards. It also offers various study modes, including quizzes and games. Quizlet is available on the web and through mobile apps.

How the Resources will Support Content and Skill Development in Humanities:

• Content Support: Educators can create Kahoot quizzes related to historical events, art movements, literary works, and cultural aspects. This allows students to reinforce their understanding of humanities topics through interactive quizzes.
• Skill Development: Kahoot games encourage critical thinking and quick recall of information, helping students develop analytical and problem-solving skills relevant to humanities.

Google Classroom:

• Content Support: Teachers can distribute reading materials, multimedia resources, and assignments related to humanities topics through Google Classroom. This centralizes content delivery and ensures students have access to essential materials.
• Skill Development: Google Classroom promotes organizational skills as students can manage their assignments, due dates, and communication with teachers effectively.
• Content Support: Quizlet's digital flashcards cover a wide range of humanities subjects, allowing students to study and memorize key information from historical dates to literary terms.
• Skill Development: Quizlet's study modes, such as Match and Learn, promote active learning and retention, aiding students in developing strong memory and recall skills.

How the Resources will Engage Students and Support Learning:

• Engagement: Kahoot turns learning into a game, fostering a competitive and fun atmosphere in the classroom. Students are motivated to participate actively and perform well in quizzes.
• Learning Support: Immediate feedback in Kahoot quizzes allows students to identify their areas of weakness and seek improvement, promoting a self-directed learning approach.
• Engagement: Google Classroom simplifies the process of submitting assignments, providing students with a convenient and organized platform to interact with course materials.
• Learning Support: Teachers can provide timely feedback on assignments through Google Classroom, enhancing student learning and growth.
• Engagement: Quizlet's interactive study modes, such as Quizlet Live, make learning enjoyable and collaborative. Students can study together, compete, and support each other's learning.
• Learning Support: The customizable nature of Quizlet allows students to create their study sets, tailoring their learning experience to individual preferences and needs.

How the Resources will Foster Innovation and Problem Solving:

• Innovation: Kahoot's game-based approach encourages educators to design creative and engaging quizzes that challenge students' understanding of humanities concepts.
• Problem Solving: In quiz-based Kahoot games, students must think critically and make decisions quickly, enhancing their problem-solving skills.
• Innovation: Google Classroom enables teachers to integrate various Google Workspace tools, promoting innovative teaching approaches.
• Problem Solving: Students can collaborate on assignments through Google Classroom, fostering problem-solving skills through teamwork.
• Innovation: Quizlet's user-generated flashcards and study sets allow students to explore and create content, encouraging innovative study methods.
• Problem Solving: By using different study modes on Quizlet, students can develop adaptive problem-solving strategies, choosing the most effective study approach for their learning goals.

One-Page Outline:

I. Introduction

        In the ever-evolving landscape of education, technology has revolutionized the way we teach and learn. Three powerful resources, Kahoot, Google Classroom, and Quizlet, have emerged as pillars of support in humanities education. These tools not only enrich content delivery but also nurture essential skills, engage students, and foster innovation and problem-solving capabilities. In this overview, we will explore how these resources play a vital role in supporting content and skill development in the humanities, engage students to enhance their learning experience, and promote a culture of innovation and critical thinking within the classroom.

II. Content and Skill Development in Humanities 

1. Content Support: Quizzes related to historical events, art movements, literary works, and culture. 

2. Skill Development: Encourages critical thinking and quick recall of information.

B. Google Classroom 

1. Content Support: Distribution of reading materials, multimedia resources, and assignments. 

2. Skill Development: Promotes organizational skills and effective communication.

C. Quizlet 

1. Content Support: Digital flashcards covering a wide range of humanities subjects. 

2. Skill Development: Study modes foster active learning and retention.

III. Engaging Students and Supporting Learning 

1. Engagement: Turns learning into a game, motivating active participation. 

2. Learning Support: Provides immediate feedback for self-directed learning.

1. Engagement: Simplifies assignment submission and interaction with course materials. 

2. Learning Support: Facilitates timely feedback from teachers.

1. Engagement: Interactive study modes make learning enjoyable and collaborative. 

2. Learning Support: Customizable study sets cater to individual preferences.

IV. Fostering Innovation and Problem Solving 

1. Innovation: Game-based approach encourages creative quiz design.

2. Problem Solving: Requires critical thinking and quick decision-making.

1. Innovation: Integrates various Google Workspace tools for innovative teaching. 

2. Problem Solving: Fosters teamwork and collaboration on assignments.

1. Innovation: User-generated study sets promote innovative study methods. 

2. Problem Solving: Different study modes develop adaptive problem-solving strategies.

V. Conclusion

           In conclusion, the integration of Kahoot, Google Classroom, and Quizlet in humanities education proves to be a triumphant combination. Kahoot's interactive quizzes and games keep students engaged, while Google Classroom's centralized platform facilitates seamless communication and organization. Quizlet's digital flashcards and study modes enable personalized learning and active retention of key information. Collectively, these resources enhance content understanding, develop critical skills, and create an atmosphere of excitement and collaboration within the classroom. As we continue to embrace technology's potential in education, these tools stand as beacons of innovation, paving the way for a brighter and more enriched future in humanities learning.

References: 

Chen, W., & Huang, Y. (2020). Game-Based Learning: A Review of the Literature. Journal of Educational Technology & Society, 23(2), 74-88.

Hulshof, C., & Montagne, A. (2019). The Impact of Digital Flashcards on Learning Effectiveness and Efficiency: A Meta-Analysis. Computers & Education, 135, 1-11.

Soares, L., & Alves, G. (2021). The Role of Learning Management Systems in Supporting Distance Education. International Journal of Educational Technology in Higher Education, 18(1), 1-21.

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Kahoot! stands with Ukraine

Kahoot! is committed to supporting Ukrainian educators and learners affected by the current crisis. To protect the integrity of our platform and our users, we will suspend offering Kahoot!’s services in Russia, with the exception of self-study.

Ukrainian educators and learners need our support

We are deeply troubled and concerned by the violence and loss of life resulting from the Russian invasion of Ukraine. We stand with the people of Ukraine and we hope for the swiftest and most peaceful possible end to the current crisis. 

Kahoot! has received a number of requests from schools and educators in Ukraine requesting the help of our services to continue teaching despite the disruption of the war. We have supported each of these and we are now offering Kahoot! EDU solutions for free for both K-12 and higher education institutions for one year to Ukrainian schools in need. In addition, we are fast-tracking translation and localization of the Kahoot! platform into Ukrainian. 

Suspending commercial services and sales in Russia

Our commercial footprint in the Russian market is very limited. We do not have offices or representation in the country, nor do we have any physical operations or data services there. The overwhelming majority of our users in Russia are teachers and students using our free service.

Kahoot! is abiding by the international sanctions regime, and does not allow sales to sanctioned individuals or entities in Russia. Shortly after the Russian invasion of Ukraine, Kahoot! initiated a process to suspend offering of all commercial services in Russia. This includes but is not limited to online sales, assisted sales, app store sales and prohibiting sales to Russian corporations and organizations.

Prioritizing safe and secure use of the Kahoot! platform

As part of our mission to make learning awesome, and as education remains a fundamental human right, we offer teachers, students and personal users free access to our platform. We do this in more than 200 countries and regions in a spirit similar to public commons services, such as Wikipedia. 

Similarly, inclusivity is one of Kahoot!’s overarching values. As such, our aim is to, whenever and wherever possible, offer children, schools and others the opportunity to use digital tools for impactful education and learning, irrespective of their background or location. This has been our guiding principle also for offering our service in Russia.

Among our first responses to the crisis was to swiftly expand our global moderation team’s monitoring on all Russia-related content to safeguard the integrity of the platform. 

However, as the situation continues to escalate, it is vital that we are able to ensure that our platform is used according to our own guidelines and standards. Therefore, in addition to suspending sales, we will be taking all possible and necessary steps to suspend access to Kahoot! services in Russia, with the eventual exception of self-study mode which will feature only content verified by Kahoot!.

This will enable students, school children and other individual users to continue their learning journeys both safely and responsibly. We will continue to assess ways in which our services can be offered safely and responsibly to support all learners and educators, also those based in Russia. 

Supporting our employees 

At Kahoot!, we are not just a team in name, we are a team in practice. As such, we are committed to the well-being of our employees, especially those with ties to Ukraine, or those that in other ways are particularly affected by the war. We are providing these colleagues with any support we can. 

Acknowledging the current situation, the Kahoot! Group made an emergency aid donation to Save the Children and the Norwegian Refugee Council. This is a contribution to support life-saving assistance and protection for innocent Ukrainian children, families and refugees. 

As the situation in Ukraine continues to develop our teams across the company are actively monitoring the crisis so that we can respond in the most responsible and supportive way possible. 

Our hearts go out to the people of Ukraine, their loved ones, and anyone affected by this crisis. 

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