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This research aims to examine the effects of Kahoot, a technology-based gamification tool, on the learning process. The research design is qualitative and uses meta-thematic analysis to analyze data collected through document analysis and content analysis of 40 studies. The results show that Kahoot has positive impacts on students' cognitive, affective, and social development. Kahoot helps students understand and learn subjects, as well as strengthening their memory and reflection skills. It is also intriguing, entertaining, motivating, and anxiety-relieving. Kahoot also supports collaborative learning, increases class participation, and has a unifying effect. While there are some limitations to using Kahoot in the learning process, the benefits outweigh these limitations, making it a recommended tool for use in the learning process. [ABSTRACT FROM AUTHOR]

The effectiveness of implementing various audience response system (ARS) formats in large classes to engage students, positively influence academic outcomes, and align with their preferences for different types of activities lacked sufficient information. This study aimed to (1) evaluate students' perspectives on different ARS formats, including Kahoot for individual (Kahoot-I) and team (Kahoot-T) play, and Google Forms and Google Sheets for multiple-choice questions (Google-MCQ) and for open-ended questions (Google-OEQ) on different aspects with/without subgroup analysis of students into quartiles (Q1-lowest-Q4-highest) of summative scores, and (2) determine correlations between students' perspectives and academic outcomes. At the course's final class, a QR code for a 5-point Likert scale questionnaire was displayed for all enrolled medical students. 269/312 students (86.22%) provided written consent and completed the questionnaire constructed based on dimensions of student engagement. Across all ARS formats, students rated scores ≥ 4 for almost all aspects, with participation in class receiving the highest scores. For each aspect, Kahoot-T was rated highest in various aspects and Google-MCQ for "understanding" and Google-OEQ for "asking/answering question". Higher academic achievers expressed more "enthusiasm" for Kahoot-I than lower achievers (P < 0.05). Formative and summative scores were positively correlated with many aspects. Students reported high engagement with all ARS formats, with higher academic achievers rating them with higher scores. Kahoot-T was the most favored for multiple aspects, Google-MCQ for "understanding" and Google-OEQ for interactive "asking/answering question". Thus, selecting ARS in alignment with learning objective could enhance students' engagement and learning outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Nursology is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game‐based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students' averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic. [ABSTRACT FROM AUTHOR]

This study aims to interpret the effect of the application of the Cooperative learning model type Team Game Tournament assisted by Kahoot application and learning motivation on learning outcomes on the material of writing official letters and personal letters of SMP Negeri 02 Gunung Talang students. This research is classified as experimental research with a population of 355 students and a sample of 64 students. Data on learning outcomes were obtained through objective question tests on the material of writing official and personal letters, while learning motivation data were obtained from distributing learning motivation questionnaires. Data analysis was conducted manually and using the IBM SPSS Statistics 27 application. Based on the results of the analysis, the Team Game Tournament type Cooperative learning model assisted by Kahoot application was proven effective in improving student learning outcomes significantly compared to the Conventional learning model. This is evidenced by tcount> ttable (df = 62; α = 0.05), namely 8.444> 1.66980 and Sig. (2-tailed) = 0.000 < 0.05 then H0 is rejected. These findings indicate that the application of the Team Game Tournament type Cooperative learning model assisted by the Kahoot application can significantly improve student learning outcomes. In addition, the results showed that students' learning motivation, both high and low, did not significantly affect learning outcomes in the context of using the Cooperative learning model of Team Game Tournament type assisted by Kahoot application. The analysis also showed no significant interaction between the learning model and students' learning motivation, with an interaction F value (FoA*B) = 0.013 and p-value = 0.908. Thus, the effectiveness of the Team Game Tournament type cooperative learning model assisted by Kahoot application was consistent across various levels of student learning motivation, both high and low. This finding indicates that the learning model is effective for all students regardless of their learning motivation level.

Objective: To investigate the effects of using a flipped classroom model and Kahoot for intramuscular injection skill training on the knowledge, skill, and self-efficacy levels of nursing students.Methods: The quasi-experimental study was conducted with a total of 180 nursing students (intervention group n=95, control group n=85). Data were collected using a “Knowledge Level Questionnaire,” “Psychomotor Skill Control Form,” and the “General Self-Efficacy Scale”. The flipped classroom model was used in the intervention group. In addition, the multiple-choice questions in Kahoot were asked to both groups.Results: The final test knowledge scores and general self-efficacy scores of the students in the intervention group were found to be statistically higher than the students in the control group (P

This community service aims to improve the competence of teachers in making educational website-based learning evaluations through the Kahoot and Quizizz applications. The method of implementing this service uses training conducted online and offline with presentation and tutorial techniques. The training was attended by 30 teachers from PAUD, MTs, and MA Madrasah Al Misbahul Ulum Qur'an, Cikereteg, Bogor. This service evaluation instrument uses pre-test and post-test questionnaires which are then analyzed using percentage techniques. The results of this community service activity show that there is an increase in the understanding of madrasah teachers at the Madrasah Al Misbahul Ulum Qur'an, Bogor regarding making educational website-based learning evaluations using the Kahoot and Quizizz applications. In addition, teachers can make learning evaluations using Kahoot and Quizizz for the subjects they teach.

Skor matematika siswa Indonesia dalam Programme for International Student Assessment (PISA) menunjukkan penurunan yang signifikan. Di SDN Fajar Karya, pemahaman konsep matematis siswa kelas V masih rendah, sebagaimana ditunjukkan oleh hasil Asesmen Nasional Berbasis Komputer (ANBK). Penelitian ini bertujuan untuk mengevaluasi pengaruh model Problem Based Learning (PBL) berbantuan media digital Kahoot terhadap pemahaman konsep matematis siswa kelas V di SDN Fajar Karya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen one-group pretest-posttest. Subjek penelitian adalah seluruh siswa kelas V SDN Fajar Karya (23 siswa) yang dipilih menggunakan teknik sampling jenuh. Data dikumpulkan melalui tes tertulis (pretest dan posttest) dan observasi. Analisis data dilakukan dengan uji-t berpasangan menggunakan SPSS 25.0.Hasil penelitian menunjukkan adanya peningkatan signifikan dalam pemahaman konsep matematis siswa setelah diterapkannya model PBL berbantuan media Kahoot, dengan nilai rata-rata posttest sebesar 81,96. Uji paired sample t-test menunjukkan nilai signifikansi (2-tailed) sebesar 0,000 (< 0,05), dan uji effect size menghasilkan nilai 1,298, menunjukkan pengaruh yang sangat besar. Model Problem Based Learning berbantuan media digital Kahoot memiliki pengaruh signifikan dan positif terhadap pemahaman konsep matematis siswa kelas V SDN Fajar Karya. Hasil penelitian ini mendukung pengembangan metode pembelajaran yang lebih efektif dalam meningkatkan kualitas pendidikan matematika.

This study aimed to explore the perceptions of nursing students regarding the flipped classroom and Kahoot! application used in intramuscular (IM) injection teaching. This study was conducted using a descriptive qualitative approach with 16 nursing students. Semi-structured open-ended questions was used in-depth face-to-face individual interviews. Content analysis with deductive and inductive approaches were used to analyse the data. Four main themes were generated: impact on learning, learning environment, emotions, suggestions for Kahoot/flipped classroom model. The flipped classroom model and the Kahoot application facilitated the teaching of IM injection skills to nursing students. In addition to ensuring the permanence of knowledge, facilitating learning, learning in a fun way, increasing motivation and strengthening student-teacher interaction, providing positive emotions such as self-confidence and happiness, negative emotions such as fear and stress were also experienced. Therefore, there is a need for interventions that will reduce students’ grades fear and stress when using these methods. [ABSTRACT FROM AUTHOR]

Gamification, which involves incorporating game aspects into non-game contexts, creates interest in education due to its potential to improve student engagement and learning outcomes. This research study explores the role of gamification-based learning, especially via Kahoot games, on fifth-grade students' lower-order thinking skills. The study used a qualitative research design and gathered data via interviews with eight fifth-grade students. Interview questions are translated into Urdu and validated by the experts and scholars. The researchers used purposive sampling to choose the individuals. The data obtained from students was analyzed using thematic analysis. The results described that all participants agreed that Kahoot games are very helpful in supporting mathematics learning, and they also emphasized that Kahootbased games provide immediate feedback and high levels of engagement of students. Furthermore, participants responded positively to gamified learning experiences, considering them fun and engaging. In addition, students perceived that Kahoot greatly improved their lower-level thinking skills. Future studies might comprehensively investigate the impact of Kahoot-based gamification on improving higher-level cognitive skills in mathematics. [ABSTRACT FROM AUTHOR]

Various limitations found in the development of E-Modules in previous studies form the background of this research. Some of them include the absence of E-Modules featuring a special character to guide learners in exploring the contents of the E-Module, as well as restrictions in the presentation of material consisting only of images and text, which is not fully in accordance with the needs of an independent curriculum that pays attention to content optimization. In addition, the material in the E-Module does not support constructivism learning, and the exercises do not reflect the constructivism approach. Learning evaluation still uses conventional methods through written tests. With the help of Kahoot and constructivist methodology, this research tries to assess the usefulness and validity of E-Module for social studies learning for grade IV elementary school students. Using the 4D paradigm which includes the stages of Define, Design, Develop, and Disseminate, Research and Development (R&D) is the research methodology used. The purpose of this study was to produce a valid, practical, and effective social studies E-Module to optimize students' critical thinking skills in junior high school. Fourth grade elementary school children were used as research subjects. Through the validation test procedure, the e-Module has been produced and the results are satisfactory: material expert validation of 96.73% and media expert validation of 82.81%. With a proportion of 84.72% for students and 95.45% for teachers, the practicality test on both groups of people yielded positive results. In summary, this e-module improves instructor performance in the learning process and can serve as a useful educational tool for students. [ABSTRACT FROM AUTHOR]

Game-based teaching strategies enrich nursing education by enhancing the appeal and practicality of teaching activities. Different from the high-pressure and serious nature of traditional nursing education, interactive and entertaining teaching strategies that employ board games, card games, escape rooms, virtual reality, scratch cards, Kahoot quiz competitions, and other innovative methods better motivate learners to engage actively with learning content and retain nursing knowledge and practices, resulting in better learning outcomes. Game-based teaching strategies not only strengthen learners' mastery of core nursing concepts but also enhance their decision-making and criticalthinking abilities. In this article, practical applications of game-based teaching are introduced, in hopes that, by applying these instructional approaches, educators can alleviate the stress of the learning process and make learning more efficient and enjoyable for students. [ABSTRACT FROM AUTHOR]

The electronic assessment, or e-assessment, is one of the most important topics to address, especially considering the transformations that higher education is undergoing in the digital age. In this study, we examine the effect of e-assessment on students' cognitive engagement. By employing a quantitative approach, we conducted a survey using questionnaires to gather data from 41 students in the Faculty of Arts and Humanities at Hassan II University in Casablanca and 105 students' teachers from the El Jadida regional center for education and training. The main aim of this study is to demonstrate the influence of e-assessment on students' cognitive engagement. The participants were divided into two groups: the first group included 41 students from the Faculty of Arts and Humanities, with 20 students participating in the traditional paper-based assessment and 21 students undergoing e-assessment through the Kahoot platform. The second group comprises 105 trainee teacher students from the regional center for education and training professions in El Jadida, with 65 students undergoing paper assessment and 40 students undergoing e-assessments. Our questionnaire assessed the impact of e-assessment on participants' cognitive engagement. The Cronbach's alpha value was 0.959 for the first group and 0.982 for the second group. According to the results of the study, e-assessment influences cognitive engagement. However, students subjected to traditional paper-based evaluations show less commitment and involvement in courses. [ABSTRACT FROM AUTHOR]

This study was planned to determine the effect of the rebus application developed on astronomy on the cognitive structures and views of gifted students. The research was designed according to phenomenological design, one of the qualitative research methods. In the research, firstly, using the canva programme, which is one of the web 2.0 tools, the rebuses for 25 different astronomy concepts were created and the created rebuses were integrated into the kahoot programme, which is also a web 2.0 tool. The developed application was applied for 8 weeks in the 2022-2023 academic year to 20 gifted students who were studying in a Science and Art Centre (SAC) in the east of Turkey and who were determined by the easily accessible case sampling method. The data of the study were collected with Word Association Test (WAT) and semi-structured interview form. The WAT was administered to all students in the study group before and after the application. The data obtained from the word association test were evaluated by creating frequency and percentage tables. Content analysis method was used to analyse the data collected through interviews. In the study, it was concluded that the application had a positive effect on the cognitive structures of gifted students on astronomy. In addition, the students stated that they learnt new and useful information with the application, enjoyed the process and found the application educational and instructive. [ABSTRACT FROM AUTHOR]

This research aims at solving the problem of low vocabulary mastery encountered by the class eight students of SMP Negeri 3 Banawa. The use of Kahoot, assisted by input enhancement techniques, was used to address this problem by attempting to increase vocabulary mastery of the students through a two-cycle Classroom Action Research (CAR) design, consisting of planning, acting, observing, and reflecting. The first cycle consisting of three meetings employed Kahoot, assisted by input enhancement technique with bolded, underlined modified texts, and the second cycle consisting of three meetings utilized Kahoot, assisted by input enhancement with highlighted, enlarged fonts of modified texts. Quantitative data from post-tests and qualitative data from field notes, observation sheets, interviews, and questionnaires were collected to evaluate student progress and engagement throughout the study. The criteria of success applied in this research is 75 or 70 % of the students achieved the passing grade. Result of post-test in the first cycle showed that only 23 % of the students achieved the passing grade. The data from observation and fieldnotes supported the finding that the plans needed to be revised, input manipulation changed and students were grouped. Findings from the intervention in the second cycle denotes that 73% of students achieving the passing grade (KKM) in vocabulary mastery. It means that the criteria of success were fulfilled. In addition, findings from qualitative data indicated the enhancement of student engagement, interaction, motivation, attention, and vocabulary retention. The research highlights the potential of Kahoot assisted by visual input enhancement techniques as a good teaching media to be utilized by teachers in increasing vocabulary mastery of EFL learners. [ABSTRACT FROM AUTHOR]

The utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.

The trend of creating spin-off companies is increasing in Western countries. What can we learn from Slovakia regarding technology transfer to the Norwegian University of Technology and Science? Additionally, what are the unique features of the Kahoot company in this process? Anders Aune, Marketing and Business Development Manager at NTNU Technology Transfer AS provided answers to these questions.

(1) This document explores the impact of an interactive learning platform on students' academic performance through a teaching innovation project. (2) The study involved 127 students in financial economics and accounting courses at a Spanish university. Preliminary and post-learning phase surveys, along with instructor evaluations, were conducted to assess students' expectations, satisfaction, and performance using the Kahoot platform. The data underwent analysis using PLS-SEM and multivariate techniques. (3) Remarkably, 42.5% of students achieved high academic performance, surpassing their average scores. Notably, those who enjoyed using Kahoot and had higher expectations showed significantly higher performances (48.3% vs. 26.4% and 64.1% vs. 18.3%, respectively). These results highlight the positive impact of perceived usefulness on satisfaction and academic performance. The study also emphasizes the moderating role of students' enjoyment in enhancing satisfaction and learning outcomes through Kahoot. (4) The document concludes with insights into students' motivation to use Kahoot and its effectiveness in improving learning outcomes, providing valuable implications for interactive learning platforms in education. [ABSTRACT FROM AUTHOR]

Malay Folklore, traditionally transmitted, has long served as a vessel for imparting advice, teachings, and values that accentuate the identity of the Malay community. However, the tide of modernity has altered the delivery of folklore, transitioning it from oral tradition to various graphic media formats. Hence, this study aimed to explore and analyze commen sense in folklore "Asal Usul Nama Kelantan" as a game based learning applications in teaching of student perspective, utilizing the Kahoot application. Employing qualitative methods such as library research, fieldwork, and questionnaires, the study sought to enrich its findings. Additionally, Cultural Theory, as proposed by Chris Barker (2009), was adopted through an ethnographic approach. The Kahoot application was employed to gauge the understanding of common sense among to students at Universitiy Malaysia Kelantan. The findings revealed that the story of Asal Usul Kelantan significant relevance in reinvigorating its heritage for today's younger generation. [ABSTRACT FROM AUTHOR]

Copyright of Synesis is the property of Synesis and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It can be very difficult and demanding to keep students interested and motivated to learn difficult concepts and ideas; this is especially true if the task seems difficult and unique to the students. The digital generation enjoys using mobile applications. The study's goal was to encourage instructors to use digital assessment tools and approaches to enhance students' psychological abilities, such as motivation, enjoyment, and performance in learning. The study used the educational technology application Kahoot for formative assessment. The main objective is to determine how the use of the online game "Kahoot" affects the students' motivation, enjoyment, engagement, concentration, and learning outcome, which is a supplement to traditional teacher‐centered learning. Quantitative research was carried out, volunteered participants were divided into two groups: Kahoot (n = 32) and paper‐based (n = 32), and were given lectures on a particular topic in mechanics for a specific period. Lately, quiz was conducted in groups; the participants in the Kahoot groups gave the test on Kahoot mobile application, while the student in the paper‐based group traditionally gave the quiz, data was collected from the participants in both groups using a Likert‐scale questionnaire to determine their perceptions of participants on the above‐stated themes. Then, the mean, standard deviation, z‐test and t‐test were used to determine the perceptions in both groups. The findings from the study ultimately agreed to the hypothesis that effective learning, motivation, engagement, and fun were all in the Kahoot‐based group compared to the paper‐based group with a statistically significant difference. [ABSTRACT FROM AUTHOR]

Masalah dalam penelitian ini yaitu “Apakah ada peningkatan hasil belajar siswa melalu model PBL berbantuan media Kahoot pada materi bangun ruang kelas V di SDN 84 Sipatana?”. Penelitian Tindakan Kelas (PTK) adalah metode penelitian yang digunakan. Siswa yang terlibat dalam penelitian adalah siswa kelas V di SDN 84 Sipatana, dan data dikumpulkan melalui observasi, tes, dan dokumentasi. Hanya 9 orang dari 24 siswa, atau 38%, mencapai ketuntasan belajar, sedangkan 16 orang, atau 67%, belum mencapai ketuntasan belajar dengan nilai di bawah 75. Hasil penelitian pada siklus pertama, di mana 12 siswa mencapai KKM dengan persentase 50%, menunjukkan hal ini. Kemudian pada siklus 2 siswa yang mencapai KKM sebanyak 21siswa dengan peresentase 87%. Hasil penelitian menunjukkan bahwa penggunaan model pembelajaran PBL berbantuan media kahoot secara signifikan meningkatkan hasil belajar siswa kelas V di SDN 84 Sipatana.

Literasi matematis menjadi penting tidak hanya karena literasi matematis merupakan tantangan yang terdapat pada pembelajaran abad 21, melainkan juga menjadi penting karena rendahnya tingkat literasi matematis yang dihasilkan oleh survei PISA (Programme for International Student Assessment) dari tahun ke tahun. Maka upaya dalam meningkatkan kemampuan literasi matematis di Indonesia harus tetap dilaksanakan. Adapun salah satu upaya untuk meningkatkan kemampuan literasi matematis siswa yaitu dengan membiasakan siswa dalam mengerjakan soal literasi matematis. Penelitian ini bertujuan untuk (1) menghasilkan soal literasi matematis berbasis profil pelajar pancasila melalui platform kuis digital kahoot di SMP/MTs yang valid, praktis, dan efektif sebagai upaya untuk meningkatkan kemampuan literasi matematis siswa. Penelitian ini menggunakan jenis penelitian pengembangan model ADDIE dengan lima tahapan didalamnya yaitu (1) analysis, (2) design (3) development, (4) implementation, dan (5) evaluation. Subjek penelitian ini adalah kelas VII E MTs Salafiyah Syafi’iyah Tebuireng Jombang. Instrumen yang digunakan adalah lembar validasi, angket respon, dan soal tes. Penelitian ini menghasilkan 14 butir soal literasi matematis berbasis profil pelajar pancasila melalui platform kuis digital Kahoot di SMP/MTs yang valid, praktis, dan efektif. Dengan skor kevalidan mencapai 90% yang berarti sangat valid, skor kepraktisan mencapai 83% yang menunjukkan sangat praktis, dan skor ketuntasan belajar siswa mencapai 76,6%. Sehingga produk yang dikembangkan dapat dikatakan valid, praktis, efektif atau memiliki efek potensial dalam meningkatkan literasi matematis siswa.

The advancement of technology has an impact on numerous aspects, including assessment. Students tend to feel bored, nervous, and anxious while doing the test. Consequently, the educators are required to create a meaningful atmosphere in the classroom. Kahoot can be used as an alternative assessment tool. The purpose of this study was to gain knowledge about the students’ voices and experiences with the use of Kahoot as an assessment tool in their English grammar class at the end of each of the fourteen meetings. This research was conducted at a private university in Riau with seventy-five participants in the English language education study program. This research was descriptive-qualitative by applying a questionnaire and interview. The findings show that most of the respondents are giving positive responses to using Kahoot as an assessment tool. The result of the research revealed that Kahoot is more preferred by the students than a paper-based test, which offers challenges, an interactive interface, sound, and music, helps students focus on the subject, and increases their interest and motivation. Meanwhile, the researcher found that the weaknesses of Kahoot are the time limit given and the unstable internet connection. Overall, the researcher suggests employing Kahoot as an assessment tool to boost students’ engagement.

Gamification has been applied in language education by many educators all over the world. Kahoot!, known as a gamified learning platform, has a positive effect on English language education when it is utilized as a useful teaching tool in educational institutions. Despite multiple attempts to assess this gamified tool, not much research has concentrated on how well Vietnamese students accept the use of Kahoot! for warm-up activities. Employing a 22-item questionnaire using a five-point Likert scale and a semi-structured interview with the participants of 175 university students, the study aims to explore students' acceptance of using Kahoot! for warm-up activities. The survey questionnaire was created using the technology acceptance model (TAM) as the fundamental framework to investigate students' acceptance of using Kahoot! for warm-up activities. Results indicate that participating students highly appreciated and were satisfied with the use of Kahoot! for warm-up activities because of its pedagogical benefits. It is to suggest practical implications for language educators in using Kahoot! for warm-up activities in different educational settings. [ABSTRACT FROM AUTHOR]

Technology and Livelihood Education (TLE) in the Philippines is continuously progressing due to the demand of global community in technical skills. In this progression in education, inadequate teaching and learning materials, and teaching strategy that are suitable in the new curriculum becomes a problem inside the classroom. The use of technology is constantly upgrading the classroom environment. It is being used by teachers to enhance the creativity, innovation, and engagement of their teaching methods. Moreover, it has the capability to increase student's attainment and escalate their future opportunities, whatever career they choose. Among this innovative teaching strategy is gamification. Gamification is a teaching strategy that increases students' participation, wherein teacher uses technology game-based to discuss lessons or to do task. This study is intended to determine the effects of gamification as teaching strategy through the performance of selected Grade 9 students in Bagong Silangan High School and to know the challenges encounter using this strategy. Furthermore, this study employed Quasi-experimental design of research. According to White and Sabarwal (2014), quasi-experimental design is known to be the association of groups that is as similar as possible to the experimental group when it comes to the characteristics of pre-intervention. The comparison group captures what would have been the outcomes if the intervention had not been implemented. Hence, the intervention can be said to have cause any difference in outcomes between the treatment and comparison groups. Based on the data gathered, the following major findings are: The academic performance of both control and experimental group on their first quarter grade in Food and Beverage Services is equal before the start of the experiment. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. And lastly, problems encountered by the students in gamification comes in accessing different websites while the lesson is on-going, no, or slow internet connection, no gadgets available, compatibility of the application to the device, time consuming and it makes the class unruly. [ABSTRACT FROM AUTHOR]

The use of modern technologies and digital environments in the classroom creates new opportunities for the teaching and learning process. Gamification is one of them. Student engagement through different gamified assessment activities is one of the proven advantages of gamification, and hence, research in education has accepted gamification as a technical innovation to boost student engagement. Educators recognize that assessments are a fundamental part of learning because they help them determine whether or not educational goals are being achieved. Currently, there are numerous online assessment applications that integrate gamification that are available and readily accessible, among which certain applications are more popular in the academic community. Every application has common and unique features, which makes it very difficult for the instructor to choose the best application for assessment using gamification. The proposed research work identified four different popular gamification applications (Quizizz, Kahoot, Socrative and Quizwhizzer) and compared six different features of them to find the best gamification application for assessing student performance. To address the objective of the research, this study uses the Analytic Hierarchy Process (AHP) method, one of the well-known Multi-Criteria Decision Making (MCDM) techniques. The study implements MCDM with six different criteria, where each criterion is addressed by more than three subcriteria. The study's findings demonstrate that Quizwhizzer is the best gamification application for assessing student performance. The research study also extends the analysis to the selective needs of the instructors on these platforms. [ABSTRACT FROM AUTHOR]

Background. One of the guidance and counseling service programs that must be upgraded techniques or ways of service using computer and internet media is classical services. Purpose. The purpose of the research is to find out in terms of feasibility in the development of a Classical Service Guide Using Kahoot Game which is applied to counseling teachers in schools. Method. Research conducted by researchers is a type of development research or Research and Development (R&D). Results. The results of validation from design experts show that the product design is in the very feasible category with a score of 53 at a percentage of 94.6%. the results of the material expert validation show that the material from the classical service guide using this kahoot game, is in the very feasible category with a score of 57 on the validation sheet and is at a percentage of 95%. Conclusion. So that in some of these results it can be understood that our service guide is very feasible to be used in the implementation of classical services by utilizing technological media such as this kahoot game. Furthermore, in the limited product trial, the results of this product trial were found to be in the very feasible category with a score obtained from the teacher response sheet of 99 with a percentage of 88.3%. [ABSTRACT FROM AUTHOR]

AbstractThis study explored the relationship between students’ learning styles and their learning process through Kahoot in developing competencies within a target group of 89 high school students from Technical College "Dimitrie Ghika”, Romania. Initially, the students’ learning styles were identified using Reid’s VAK model. As a second step, the teacher created learning opportunities where information was available via each learning style by introducing a creative and innovative pedagogical method – Geography experiential learning using the Kahoot method. The last stage of the research tested the working hypothesis on the correlations between the learning styles of the students – the teaching strategy used (Kahoot) and its benefits in the formation of competences. The results showed that most students had 2-3 well developed learning styles, which made their learning with Kahoot easier. The findings showed that Visual has a major contribution (78%) in the development of concentration capacity, in the perception that Kahoot is a learner-centred method (79%) and in fostering thinking and memory (36%). Auditory science makes a significant contribution to creating associations with benefits such as learning from mistakes (88%), stimulating thinking and memory (55%), improving STEM skills (52%), creative methods (40%), and not inhibiting (86%). The practical style has a particular contribution to establishing correlations with the benefits of inserting maps and images (89%), carrying out mental reasoning (72%), logical and intuitive thinking (61%), usefulness in preparing for assignments and Baccalaureate (63%). The benefits of learning outcomes (the formation of skills) were highlighted by adapting the teaching strategy (Kahoot) to the particularities of students (learning styles).

ABSTRAK Fokus permasalahan dalam penelitian ini adalah rendahnya motivasi belajar peserta didik dalam pembelajaran fisika. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode pra-experimen. Desain penelitian adalah one group design pre-test post-test. Rumusan masalah penelitian ini adalah 1) Seberapa besar motivasi belajar fisika peserta didik sebelum diterapkan asesmen berbasis Kahoot?; 2) Seberapa besar motivasi belajar fisika peserta didik setelah diterapkan asesmen berbasis Kahoot?; 3) Seberapa besar peningkatan motivasi belajar fisika peserta didik sebelum dan sesudah diterapkan asesmen berbasis Kahoot?. Populasi penelitian ini adalah peserta didik kelas X MIA SMA Negeri 4 Takalar. Sampel penelitian ini terdiri dari 32 peserta didik kelas X MIA 2 di SMA Negeri 4 Takalar. Hasil penelitian menunjukkan data pretest motivasi belajar fisika peserta didik yaitu dengan nilai rata-rata sebesar 102,13 berada pada kategori sedang. Sedangkan hasil data post-test yang diperoleh yaitu sebesar 126,50 berada pada kategori sangat tinggi. Hasil uji N-gain score menunjukkan nilai sebesar 0,5 berada pada kategori sedang. Hal ini menunjukkan bahwa penggunaan asesmen berbasis kahoot efektif dalam meningkatkan motivasi belajar fisika peserta didik. Hasil penelitian ini diharapkan dapat menjadi salah satu inovasi dalam pembelajaran fisika sehingga peserta didik tidak mudah bosan dan jauh lebih aktif dalam pembelajaran. Kata kunci: asesmen; kahoot; motivasi belajar. ABSTRACT The focus of the problem in this research is the low learning motivation of students in learning physics. This research is quantitative research using pre-experimental methods. The research design is a group design pre-test and post-test. The formulation of the research problem is 1) How big is the student's motivation to learn physics before implementing the Kahoot-based assessment?; 2) How big is the student's motivation to learn physics after implementing the Kahoot-based assessment?; 3) How big is the increase in students' motivation to learn physics before and after implementing the Kahoot-based assessment? The population of this study was class X MIA students at SMA Negeri 4 Takalar. The sample for this research consisted of 32 students from class X MIA 2 at SMA Negeri 4 Takalar. The research results show that the pretest data on students' physics learning motivation has an average score of 102.13, which is in the medium category. Meanwhile, the results of the post-test data obtained were 126.50, which is in the very high category. The N-gain score test results show a value of 0.5 which is in the medium category. This shows that the use of Kahoot-based assessment is effective in increasing students' motivation to learn physics. It is hoped that the results of this research can become an innovation in physics learning so that students do not get bored easily and are much more active in learning. Keywords: assessment; kahoot; learning motivation.

Background: Vocabulary learning is of paramount importance in language learning. Thus, effective ways of teaching new words are sought after by language teachers. This study aimed to investigate the effectiveness of three techniques of vocabulary teaching on learning and retention.Methods: Initially, 80 upper intermediate female learners of Iran Oxford institute in Tehran participated in this one sample time series quasi-experimental study. Based on the Oxford Online English -Vocabulary Level Test, 37 learners were qualified. In Summer 2021, they took part in the first phase and received the routine treatment. The same students took part in the first experimental group and received the non-etymological-based online game, although only 33 students turned up. In the last stage, the number of participants reduced to 30; therefore, the data analyses were done with 30 students. After each stage, a posttest and a delayed posttest (taken from Building English Vocabulary with Etymology from Latin) were administered. One way ANOVA and Scheffe’s Test were run to compare the groups.Results: The results indicated that the etymological game group outperformed (M=13.16, SD=1.17) the non-etymological (M=12.00, SD=2.33, P=0.04) and control groups (M=11.10, SD=1.53, P

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Game Based Learning berorientasi Kahoot terhadap motivasi belajar siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh kelas V Gugus IV Banjar yang berjumlah 142 siswa. Penelitian ini tergolong jenis eksperimen semu. Sampel penelitian menggunakan teknik purposive sampling. Sampel penelitian ini adalah untuk kelas eksperimen yaitu siswa kelas V SDN 1 Kecamatan Banjar berjumlah 28 orang sebagai kelas eksperimen dan kelas V berjumlah 26 orang yaitu dari SDN 9 Banjar sebagai kelompok kontrol. Jenis penelitian ini adalah penelitian eksperimen semu. Data dianalisis dengan Anava. Hasil penelitian menunjukkan bahwa: terdapat pengaruh yang signifikan model pembelajaran berbasis permainan berorientasi Kahoot terhadap motivasi nilai signifikansi lebih kecil 0,05 (0,001< 0,05). Kesimpulannya pembelajaran berbasis permainan berorientasi Kahoot berpengaruh positif terhadap motivasi dan hasil belajar bahasa Inggris siswa.

Perkembangan globalisasi yang semakin pesat ini memicu perkembangan pendidikan dalam bidang teknologi yang semakin maju. Dalam bidang pendidikan kegiatan terdapat suatu adaptasi kegiatan belajar terhadap perkembangan teknologi. Berdasarkan hal tersebut, tentu peranan media pembelajaran juga dibutuhkan dalam bidang pendidikan. Tujuan penelitian adalah menganalisis terkait penerapan aplikasi Kahoot dalam pendidikan pancasila untuk terciptanya sebuah pembelajaran yang seru dan edukatif. Metode penelitian menggunakan penelitian kualitatif dengan pendekatan literature review. Hasil implementasi yang dilaksanakan di SD Negeri 1 Pengasih pada tanggal 20 November 2023 hingga 1 Desember 2023 memaparkan Kahoot dapat meningkatkan pemahaman dan keterlibatan siswa terhadap nilai-nilai Pancasila. Sebagai simpulan, media Kahoot dapat digunakan dalam menunjang kegiatan pembekajaran yang seru dan edukatif yang di implementasikan dalam pembelajaran Pendidikan Pancasila. Pembelajaran yang dilakukan didalam kelas dapat digunakan media berbasis ICT seperti Kahoot. Sebab, penggunaan dari media Kahoot memiliki kemudahan dalam pengaksesan, sehingga secara tidak langsung akan memiliki dampak terhadap peningkatan motivasi peserta didik. Inovasi dalam pembelajaran tentu dibutuhkan dalam kegiatan pembelajaran agar tercipta suatu pembelajaran yang baik dan memiliki keterkaitan dengan peranan teknologi yang semakin canggih.

The purpose of this study was to compare Kahoot, Quizizz, and Wordwall on student learning outcomes in reading classes. The urgency of this research was to provide references for educators in choosing gamification platforms that are effective for improving learning outcomes and efficient for use as assessment media. This research was comparative quantitative research with a true experimental design. The data analysis technique used was one-way ANOVA with a sample of 57 students. The results stated that there were differences in student learning outcomes that were gamified via Kahoot, Quizizz, and Wordwall. This hypothesis was taken because the analysis results in the ANOVA table show a significance value of 0.013 <0.05, meaning that there are differences in student learning outcomes, so the H1 hypothesis was accepted and the H0 hypothesis was rejected. Furthermore, the results of the post hoc test analysis state that Quizizz was more effective in improving student learning outcomes compared to groups that are gamified via Kahoot and Wordwall. This was evidenced by the average learning outcomes in the Quizizz group of 9.00, which were the highest compared to the Kahoot and Wordwall groups. [ABSTRACT FROM AUTHOR]

Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today's classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. "Kahoot!" is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers' academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study's results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores. [ABSTRACT FROM AUTHOR]

This article examines the use of multimedia, including smart technologies, in teaching English to Omani learners. It highlights the advantages of incorporating multimedia in language acquisition and pedagogy. The article also provides references to two internet websites for readers interested in further information on the topic. [Extracted from the article]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gümüshane Üniversitesi Saglik Bilimleri Dergisi is the property of Gumushane University, Faculty of Health Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Engaging students in EFL reading lessons in a large class is always a challenge for teachers. Thus, blended learning removes barriers and expands educational opportunities. The study is conducted on the concept of blended learning, which combines paper-based text with the digital game-based response system, namely Kahoot, for EFL reading context. The purpose of this study is to investigate how students perceive blended media in EFL reading practices. The participants were 76 pupils from a vocational high school. The data were gathered through observation, questionnaire, and interview. The data were quantitatively and qualitatively analyzed. The results indicated that the majority of students had favorable attitudes toward blended media in EFL reading practices. It influences their engagement, motivation, and attitudes. Additional investigation is advised to ascertain the influence on their performance in reading skills. [ABSTRACT FROM AUTHOR]

Teachers play a role in planning, implementing, and evaluating the learning process. During online learning, teachers must be able to design online learning that is effective, efficient, innovative, and interesting. Based on interviews with teachers who are members of the Science MGMP SMP in Pekanbaru, information was obtained that the majority of teachers still have difficulty evaluating online learning. According to students carrying out evaluations through WhatsApp groups makes them less motivated. This service activity aims to improve teachers’ mastery of technology in using the Kahoot and Quizizz applications as an evaluation system during online learning and fostering creative and innovative attitudes. The method in community service activities is through training and technical guidance which is carried out through face-to-face and online mentoring. Participants were given a pretest and posttest questions to see the achievement of material content and were given assignments. It is known that the average pretest score of the trainees is 61.58, and the posttest value of the participants is 91.58. Seen an increase in the value of participants with N-Gain of 0.77, which indicates an increase in the value of participants in the high category. The quality of the outputs of the tasks collected by the participants was also very good. It can be concluded that the service participants have been able to create interactive quizzes based on Kahoot and Quizizz and are able to apply them in the learning process.

In engineering courses with a large number of students, fail and dropout rates are usually high even in courses that can be expected to be interesting to the students. Gamification tools have arisen as an interesting way to motivate the students for a real continuous assessment, increasing the student's attendance and performance. In this paper, a gamification approach based on a Kahoot tool, Moodle activities, and commemorative badges is proposed within a manufacturing course. The designed activities let the students compete among themselves to get the maximum number of points, which will be converted into extra grades that are added to the final exam grade. The gamification experience has been proven to be highly positive according to students' and instructors' perceptions, and the average increase of pass rate and course attendance with respect to previous years have increased from 22% to 34% and from 38% to 66%, respectively. [ABSTRACT FROM AUTHOR]

Motivation is required to have satisfying learning echievement in English because it drives students to study seriously without being forced. To improve students' learning motivation, English teachers can integrate the use of technology in their teaching. One of applications which is considered to improve students' leaning motivation is Kahoot, a game-based application. This research aimed to investigate learning motivation of students of SMA N 1 Belitang after experiencing Kahoot in learning English and English teacher's perception toward the use of Kahoot. Questionnaire was administered to 43 second grade students and interview was done with one English teacher who used it in English class. It turned out that almost all students gave positive responses on the questionnaire and after being analyzed, students' learning motivation was categorized into high category. Moreover, the English teacher claimed that students showed more interest in English after being introduced to Kahoot and their English scores were improved. The students' improvement in motivation and achievement were resulted from competitive atmosphere on games and interesting display on Kahoot so that they argued that learning English is a fun activity. [ABSTRACT FROM AUTHOR]