The application of Kahoot as an online assessment tool to foster student’s engagement: Student’s experiences and voices
DOI:
https://doi.org/10.18326/register.v16i2.248-266Keywords:
application, Kahoot, online assessment tool, student's engagementAbstract
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.
References
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. https://doi.org/10.31695/IJASRE.2018.33016
Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning [Explorando el papel de las redes sociales en el aprendizaje colaborativo el nuevo dominio del aprendizaje]. Smart Learning Environments, 7(1), 1–16. https://n9.cl/nju00
Ardi, P., & Rianita, E. (2022). Leveraging gamification into EFL grammar class to boost student engagement. Teaching English with Technology, 22(2), 90–114.
Bicen, H., & Kocakoyun, S. (2018). Perception of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (IJET), 13(2), 72–93. http://online-journals.org/index.php/i-jet/article/view/7467/4807
Boden, G. M., & Hart, L. (2018). Kahoot - Game based student response system. Compass: Journal of Learning and Teaching, 11(1). https://doi.org/10.21100/compass.v11i1.668
Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3(August), 100204. https://doi.org/10.1016/j.ijedro.2022.100204
Figuccio, M. J., & Johnston, M. (2022). Kahoot! Predicts exam scores and promotes student engagement. Journal of Research in Innovative Teaching and Learning, 15(2), 170–177. https://doi.org/10.1108/JRIT-07-2021-0051
Graham, K. (2015). TechMatters: Getting into Kahoot!(s): Exploring a Game-Based Learning System to Enhance Student Learning. LOEX Quarterly, 42(3), 6–7. https://commons.emich.edu/loexquarterly/vol42/iss3/4
Hadijah, H., Pratolo, B. W., & Rondiyah, R. (2020). Interactive game “Kahoot!” as the media of students’ vocabulary assessment. Journal on English as a Foreign Language, 10(1), 87–105. https://doi.org/10.23971/jefl.v10i1.1670
Ismail, M. A., & Mohammad, J. A. (2017). Kahoot: A promising tool for formative assessment in medical education study setting and population. Education in Medicine Journal, 9(2), 19–26. https://doi.org/10.21315/eimj2017.9.2.2
Isnaeni, M., & Kastri, E. M. (2022). Enhancing student’ s vocabulary, interest, and motivation for novice learners by using Kahoot! Proceedings of the 2nd International Conference on Languages and Arts across Cultures (ICLAAC 2022), 249–259. https://doi.org/10.2991/978-2-494069-29-9
Jones, S. M., Katyal, P., Xie, X., Nicolas, M. P., Leung, E. M., Noland, D. M., & Montclare, J. K. (2019). A ‘KAHOOT!’ approach: The effectiveness of game-based learning for an advanced placement biology class. Simulation & Gaming, 50(6), 832–847. https://doi.org/10.1177/1046878119882048
Licorish, S. A., Li, J., Owen, H. E., & Daniel, B. (2017). “Go Kahoot !” Enriching classroom engagement, motivation, and learning experience with games. International Conference on Computers in Education, 755–764.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018a). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(9), 1–24.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018b). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 9. https://doi.org/10.1186/s41039-018-0078-8
Lin, D. T. A., M, G., & Kaur, M. (2018). Kahoot! It: Gamification in Higher Education. Social Science & Humaities, 26(1), 565–582.
Lofti, T. M., & Pratolo, B. W. (2021). Students’ perceptions toward the use of Kahoot! online game for learning English. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 276–284.
Mada, R. D., & Anharudin. (2019). How online learning evaluation (Kahoot) affecting students’ achievement and motivation (case study on it students). International Journal for Educational and Vocational Studies, 1(5), 422–427.
Manurung, J. E. (2021). Implementation of kahoot online and google form toward students’ vocabulary comprehension enhancement. DIDASCEIN: Journal of English Education, 2(1), 32–42.
Morillas Barrio, C., Muñoz-Organero, M., & Sánchez Soriano, J. (2016). Can gamification improve the benefits of student response systems in learning? An experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429–438. https://doi.org/10.1109/TETC.2015.2497459
Muhridza, N. H. M., Rosli, N. A. M., Sirri, A., & Samad, A. A. (2018). Using game-based technology, KAHOOT! for classroom engagement. LSP International Journal, 5(2), 37–48. https://doi.org/https://doi.org/10.11113/lspi.v5n2.77
Nurhadianti, & Pratolo, B. W. (2020). Students’ perception toward the application of Kahoot! As an assessment tool in EFL class. Universal Journal of Educational Research, 8(5), 2150–2155. https://doi.org/10.13189/ujer.2020.080554
Pattanapichet, F., & Wichadee, S. (2014). Enhancement of performance and motivation through application of digital games. The Journal of Teaching English with Technology, 18(1), 77–92.
Pratolo, B. W., & Solikhati, H. A. (2020). Investigating teachers’ attitude toward digital literacy in EFL classroom. Journal of Education and Learning (EduLearn), 15(1), 97–103. https://doi.org/10.11591/edulearn.v15i1.15747
Saud, S., Aeni, N., & Azizah, L. (2022). Leveraging bamboozles and quizziz to engage EFL students in online classes. International Journal of Language Education, 6(2), 169–182. https://doi.org/10.26858/ijole.v6i2.24301
Toma, F., Diaconu, D. C., & Popescu, C. M. (2021). The use of the kahoot! learning platform as a type of formative assessment in the context of pre-university education during the covid-19 pandemic period. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100649
Wahyuni, S., & Etfita, F. (2019). Designing an android smartphone app for office english: Focus on students’ opinions toward the app. International Journal of Recent Technology and Engineering, 8(2), 152–158. http://www.scopus.com/inward/record.url?eid=2-s2.0-85070715632&partnerID=MN8TOARS
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/https://doi.org/10.1016/j.compedu.2014.11.004
Wang, A. I., & Lieberoth, A. (2011). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! Proceedings From the 10th European Conference of Games Based Learning: Academic Conferences and Publishing International Limited.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149(January), 103818. https://doi.org/10.1016/j.compedu.2020.103818
Woo, J.-C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3), 291–307. https://www.jstor.org/stable/jeductechsoci.17.3.291
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Sri Wahyuni, Fauzul Etfita
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
COPYRIGHT NOTICE
REGISTER JOURNAL: https://ejournal.uinsalatiga.ac.id/index.php/register/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
Copyright Notice
An author who publishes in REGISTER JOURNAL agrees to the following terms:
- The author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- The author can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal. They will not be made available for any other purpose or to any other party.
