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A short YouTube clip outlining how to use Kahoot.
https://www.youtube.com/watch?v=zyPX6qP7FZU

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The frequent use of quizzes in the classroom is valuable in providing feedback (for both students and teachers) and encourages students to stay focused on relevant content (Brothen, Daniel & Finley, 2004).  Utilising digital technology in quiz delivery, such as in Kahoot!, allows teachers to gain immediate access to student responses and quickly record student data (Brothen, Daniel & Finley, 2004).

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5. Immediate results are displayed following each question

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5. Immediate results are displayed following each question

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Kahoot! is easy for all students to access. There is no need for students to create an account- they just enter the game pin!

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3. OR choose a Kahoot! made by another user

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3. OR choose a Kahoot! made by another user

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Brothen, T., Daniel, D. B., Finley, D. L., & Force, P. I. T. (2004). Best principles in the use of on-line quizzing. Prepared for the Society for the Teaching of Psychology Pedagogical Innovations Task Force. Retrieved from teachpsych. org/otrp/pedagogy/onlinetesting. pdf

Gorman, M. (2015). Over 35 formative tools to enhance formative learning opportunities. Tech-& Learning. 36 (4) 14-14.

Ren, C., and Wagner, J. (2016). Kahoot! TESL-EJ. 20 (2) 2: 1-10

Hussein, B. A. (2015). A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway. Education Sciences, 5(2), 104-125.

Wang, A. I., & Liebroth , A. (2016). The effects of points and audio on concentration, engagement, enjoyment, learning motivation and classroom dynamics using Kahoot!. Proceedings of the European Conference on Game Based Learning. 738-746.

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The value of 'Kahoot!' in the classroom affirmed by scholarly evidence:

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The value of 'Kahoot!' in the classroom affirmed by scholarly evidence:

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Ren and Wagner (2016) note that 'Kahoot!' is an accessible and motivational program that you can adapt to a range of contexts and employ to create a plethora of learning activities through a very simple process (as outlined above). Teachers can both facilitate and "check for understanding" (Ren and Wagner, 2016, p.9) and  "get a quick read on student knowledge" (Gorman, 2015, p.14), presenting opportunities for all students to get actively involved: whether it be in an individual or group quiz. Wang and Liebroth (2016) emphasise that is a "student-response" orientated system that places focus upon student engagement. It presents a fun opportunity for students to learn in a relaxing and inclusive environment that can occur inside and outside the classroom (Hussein, 2015). It can also be utilised as a diagnostic tool:  "effective and less intimidating for language learners to complete assessment" (Ren and Wagner, 2016, p. 9) and a way of consolidating knowledge through recapping information (Hussein, 2015).

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Students will

put in silly/offensive names. You can easily delete these as they come.

They will get rowdy. Make sure you have rules in place. (E.g noise level.)

They will expect a reward: after all it is a competition.

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Teachers then write the questions AND answer options. See below.

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Teachers have the option of what form they want their Kahoot to take.

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Revision! Kahoot is a great way to wrap up a unit, not matter your learning area.

Assessing prior knowledge. To see how much your students already know about a subject before you start a new unit.

Instant Feedback: Get instant feedback on the progress of your students and their knowledge retention/ understanding.

Survey: to identify student interest and engagement,  a way to use Kahoot! non competitively while still having all the students involved

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Fun. That's what it is.
But in all seriousness, Kahoot! is an online quiz generator that enables students to use their devices to become a part of the quiz. It is competitive, it is fast, and it is super interactive. Teachers can create their own quizzes or access thousands of user made quizzes online, varying hugely in subject matter and scope.