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Fotaris, Mastoras, Leinfellner, & Rosunally, 2016.

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Fotaris, Mastoras, Leinfellner, & Rosunally, 2016.

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Fotaris, P., Mastoras, T., Leinfellner, R., & Rosunally, Y. (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class. Electronic Journal of e-learning, 14(2), 94-110.

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Edison G Llerena Medina, Carlos P. Rodríguez Hurtado

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Edison G Llerena Medina, Carlos P. Rodríguez Hurtado

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Medina, E. G. L., & Hurtado, C. P. R. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4(12 (1)), 441-449.

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Vista de Kahoot! A Digital Tool for Learning Vocabulary in a language classroom | Revista Publicando

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← Volver a los detalles del artículo Kahoot! A Digital Tool for Learning Vocabulary in a language classroom

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Yunus, M. M., Hashim, H., Hashim, H. U., Yahya, Z. S., Sabri, F. S., & Nazeri, A. N. (2019). Kahoot!: Engaging and active learning environment in ESL writing classrooms. International Journal of Innovation, Creativity and Change, 5(6), 141-152.

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Crystal Callista Anak Yunus and Tan Kim Hua

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Crystal Callista Anak Yunus and Tan Kim Hua

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Anak Yunus, C. C., & Hua, T. K. (2021). Exploring a Gamified Learning Tool in the ESL Classroom: The Case of Quizizz. Journal of Education and e-Learning Research, 8(1), 103-108.

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This research was conducted to explore the influence and effects of Quizizz in enhancing young Malaysian ESL learners earning irregular English verbs. This quasi-experimentally designed research gathered data from a sample of 30
primary pupils using a pre-test/post-test approach. The data attained were analyzed descriptively using sample t-tests to explain the increment of the pupils’ performance on the post-test associated with learning via Quizizz. The results are discussed both in terms of overall pupil performance involving the use of Quizizz and in terms of gender comparison to examine any significant difference in performance between male and female users of Quizizz.

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The single group pre-test post-test design was employed in this research. Pre-test and post-test were executed before and after the treatment. The tests were conducted to obtain the scores, which will be used to assess the participants' achievements both before and after the intervention, as well as to make gender comparisons of learner performance.
Samples of 30 primary school pupils of 11 years of age were selected, comprising of 19 boys and 11 girls. The unequal numbers of male and female respondents were the outcome of purposive sampling whereby struggling pupils were chosen to examine whether Quizizz assisted the participants in enhancing their learning of irregular past verbs. The goal was as also to unravel the impact of Quizizz in the respondents’ interest and performance in the targeted language structure. This study was conducted in a primary school in Padawan, Sarawak. Apart from that, this study was conducted on the first term of schooling when the  respondents received formal learning on the usage of regular past and irregular verbs.
The first research question was answered by analyzing the scores of each respondent in pre-test and post-test.
The scores for both tests were then translated into percentages. Descriptive statistics were used to display the data collected to answer the first research question. Mean score and mean interest of the population were obtained via
the IBM SPSS Statistics Version 23 application.
A normality test was conducted before answering the second research question so as to select appropriate tests
with regards to the data attained.

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The test results reflected that the implementation of online games like Quizizz has brought about an enhancement in the pupils’ learning of irregular past tense verbs. Based on previous studies by Baturay, Yildirim & Daloglu (as cited in Donmus (2010), “using computers and the web in language teaching provides more effective learning when compared with traditional methods, increases the motivation of the learner, develops positive attitudes in students, and increases the retention process.” Hence, it can be concluded that the use of Quizizz does assist in enhancing pupils’ learning of irregular past tense verbs.
There was a significant difference between the genders for post-test marks, and therefore, the null hypothesis is rejected in favor of the alternative hypothesis. Girls showed a greater improvement in their learning of irregular past verbs via Quizizz, with the mean score of post-test being higher than boys. Based on this result, there is a need to devise suitable approaches and teaching strategies to bridge the gap between genders and their acquisition of irregular past verbs.

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Based on the findings attained from this research, the use of Quizizz is not only effective in enhancing the teaching and learning of English irregular past verbs among young ESL learners but also serves as an invaluable tool to inculcate interest and a sense of passion towards acquiring the English language. The implementation of online interactive games such as Quizizz can be seen as an exhilarating, creative, and impactful means of shifting from the conventional way of imparting knowledge, especially to millennials. The findings of this research indicate that game-based learning is indeed beneficial in language teaching as it is effective in elevating the pupils’ interest and learning of the English irregular past verbs. Gamification also prepares both teachers and pupils to meet the demands of globalization in education. Online interactive games are relevant and useful not only to enhance the quality of language teaching, but also to promote digital literacy among the young generation, which is in line with the demands of the fourth industrial revolution.

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I think this study was relatively small (30 students) and limited in scope, only really looking to answer a few questions.  Whether Quizizz was effective for teaching and enhancing primary grade 5 pupils’ learning of irregular past tense verbs and was there any significant difference between male and female pupils?  With regard to answering these questions within this class, I think the authors were quite successful.  Though due to its small scale and narrow scope it's difficult to tell if Quizizz had the actual impact that the authors thought it had.

Given that the study was only conducted in one class, it could be argued that it was the teacher that influenced the students.  Maybe the teacher had never used Quizizz before and their enthusiasm impacted student engagement.  The study was also very short term and again maybe this is a novelty for the students that would wear off if often used.  Characteristics of the teacher could also have impacted the study.  Maybe the boys didn’t perform as well because of the gender, age or even personality of the teacher.

I think the results are interesting and believable, but further research should be carried out across different age groups and conducted by a range of teachers to see if the results can be replicated and more general conclusions drawn.

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Nadia Azzouz Boudadi and Mar Gutiérrez-Colón

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Nadia Azzouz Boudadi and Mar Gutiérrez-Colón

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Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019. The EuroCALL Review, 28(1), 57-69.

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This paper focuses on Gamification.  Gamification only recently began in business and later became an interesting approach for researchers and professionals in education as it appears to increase motivatiion and engage learners. Nevertheless, with regards to it's educational benefits, it is still a very new concept and there isn't much empirical evidence available to firmly support its effects. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning.
Their work is aimed at answering the following research questions:

What literature has been produced recently on the effect of Gamification on L2 students’ motivation or engagement?

What literature has been produced recently on the effect of Gamification on second language learning achievement?

Are there any significant results to support the benefits of Gamification on both motivation or engagement and second language learning achievement?

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In order to provide clear outcomes, a meta-analysis methodology was used following the six-step review process defined by Rickinson and May (2009): scoping, searching, selecting, analysing, synthesising and reporting.

The authors first established a strategic search method based on effective scanning of the most relevant literature. The bibliography was retrieved from the two leading international databases: Web of Science and Scopus; to ensure high quality standards of the research presented in those articles. They applied a search strategy by introducing different combinations of keywords and after cross-referencing the publications provided by the two databases, duplicated results were rejected.

Their first search phase provided 97 papers from which they excluded several duplicates. Then from the remaining articles, they selected the most relevant ones and finally ended up synthesising and reporting 15 papers, which explored the effects of Gamification on L2 learning. They extracted key content from all the papers and classified it systematically by: authors, date, observed variables, methodology, measuring tools, sample, duration, research questions and results.

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Are there any significant results to support the benefits of Gamification on both motivation or engagement and second language learning achievement?

Answering their questions, What literature has been produced recently on the effect of Gamification on L2 students’ motivation or engagement? And What literature has been produced recently on the effect of Gamification on second language learning achievement? The authors found a substantial amount of studies had been conducted.  Most experiments incorporated a gamified resource especially created for the study (i.e Kahoots, Class Dojo Duolingo).  English stood out among the second languages studied. More than half of the studies were performed with students of English.

Psycho-behavioural variables seem to be the main focus. This is probably due to the fact that Gamification is often used exactly for that purpose: stimulating psycho-behavioural aspects like motivation and engagement. In fact, almost half of the studies focussed only on psycho behavioural evidence such as motivation, engagement or attitudes towards the gamified experience, five papers were focussed on a combination of psycho-behavioural and cognitive effects and four were centred just on cognitive results.

Answering the question “Are there any significant results to support the benefits of Gamification on both motivation or engagement and second language learning achievement?” was a little more difficult.  From a general point of view, most studies show positive results with a balanced attention on both psycho-behavioural and cognitive variables.

After analysing all the papers, the authors found features from each study that would indicate some kind of limitations from an empirical viewpoint. Besides the very limited number of studies, all of them show some kind of research limitations. Almost 70% of the studies included some quantitative research with no control group. Among all the quantitative studies, 54% lasted less than one month, 31% showed an imbalance between students’ gender or between the group allocation (control vs experimental) and 23% involved small groups of participants. Nonetheless, altogether the reviewed literature provides valuable data to guide researchers and educators keen on using Gamification as a potential booster of second language learning. We hope this paper will spark enough interest among research communities so as to keep on exploring educational benefits of Gamification.

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So far, Gamification is seen to be an efficient technique to boost engagement and motivation but when it comes to education, more research is needed to provide solid
evidence of its benefits both on students’ affective states and learning outcomes (Dicheva et al., 2015). The lack of unified discourse among researchers (Hamari, Koivisto, & Sarsa, 2014) shows the need to dig deeper into the effects of Gamification on learning.

After a thorough literature search, only a very limited number of papers matched the authors selection criteria regarding empirical evidence supporting the educational benefits of using Gamification in SLA. This review adds even more weight to the idea that further research should be undertaken to clear up confusing and ambiguous results.
An analysis focused purely on results would show that the use of Gamification with L2 learners is a predominantly positive experience. However, considering the research limitations found in most studies, caution must be exercised, at least until further research has shown clearer results and
allows researchers and teachers to reach a general consensus on the role that Gamification should be given in learning contexts.

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Yürük, N. (2019). Edutainment: Using Kahoot! As a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89-101.

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Asiri, M. J. (2019). Do teachers attitudes, perception of usefulness, and perceived social influences predict their behavioral intentions to use gamification in EFL classrooms? Evidence from the Middle East. International Journal of Education and Practice, 7(3), 112-122.

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This study is about the online app called Kahoot. Kahoot has many uses in the classroom and has been used to help in teaching ESL. The aim of the study is to demonstrate how Kahoot can be used as a review activity in foreign language classrooms and to gather information on students’ perceptions about this application included in the educational process.

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The research design for this study is action research. Kahoot was implemented three times at the end of every three units. For the quantitative part of the study, data were collected through a 20-item questionnaire including 15 participants to determine the perceptions of the use of Kahoot.
This study is conducted with undergraduate students from the Translation and Interpreting and English Language and Literature Departments at Selçuk University in Turkey. It includes 15 participants 8 of the participants were male and the rest of them were female. The English level of participants was pre-intermediate level. The students ranged from 18 – 20 years of age. They completed the course at the upper-intermediate level. All the participants engaged in the study learn English as a foreign language.
In this study, Kahoot was implemented three times at the end of every three units. The multiple choice questions created on Kahoot applications are chosen randomly from the target words combined from every three units of their course book.
At the end of the course, when all units in the coursebook are covered by the students, in order to gather quantitative data on their perceptions of students, a 20-item questionnaire was presented to students.

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Findings of the study indicate that students were able to engage actively in the lessons and they were able to master the target language effectively and enjoy learning English using games.
According to the findings of the study, this study has cultivated a positive attitude and shows a higher level of motivation towards learning a language using the Kahoot game platform. The participants’ responses show that they feel motivated in learning the language after they were engaged in Kahoot games. Thus, it can be concluded that the Kahoot game in English language classroom help to cultivate positive attitudes, increase the motivation level of participants, and stimulate better perceptions and expectation of learners in future English classrooms (Dellos, 2015). Also, in such a competitive, fun, and enjoyable learning environment and they actively engage learning and communicating learners in order to master their foreign language.
Studies of Kahoot (Dellos, 2015; Thomas, 2014; Plump, C. M. & LaRosa, J. 2017; Michos, M.2017) have shown that the application is user-friendly, and that it is a platform that both teachers and learners are able to benefit and it was one of the best applications to promote learning in class and integrate competition into the educational environment.

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To motivate learners, ESL teachers are encouraged to use gaming elements, which can stimulate students to take a more active role in the learning process. There are many free and informal online applications now available to support this model, but not all EFL teachers, particularly female ones, are inclined to introduce gamification. Three essential variables that may influence their behavioral intentions to use gamified applications are attitude, perceived usefulness, and perceived social influence, which this study aims to investigate.  This study is one of only a few that has investigated the factors influencing female teachers’ behavioral intentions to use gamified applications in Saudi schools.
The purpose of this study is to:

Examine the relationship between teachers’ behavioral intentions to adopt gamification and the independent variables selected.

Determine how those variables can predict their
intention to use gamified applications.

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Alharbi, L. (2020). The Effectiveness of Using Interactive Technology and Video Games on Developing English as a Foreign Language among Saudi Students in Qassim Region. TESOL International Journal, 15(5), 6-30.

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Globalization and technical evolution eased the communication with different peoples from all around the world yet, language is still a barrier that should be overcame by continuous and effective learning. Technology is a powerful tool for learners who want to either start learning a new language or develop and strengthen their foreign languages. Saudi Arabia is an Arabc country, and their native tongue language is Arabic yet, its economic is mainly dependent on dealing with foreigner speaking -mainly- English, this study was carried to assist the effectiveness of interactive technology and video games on developing English as a foreign language among Saudi students in Qassim region.
This main question is subdivided into the following sub-questions:
1. How is the interactive technology and video games used to teach Saudi students English
as a foreign language in Qassim Region?
2. To what extent does the interactive technology and video games enhance developing
English as a foreign language for Saudi students in Qassim Region?
3. What are the challenges encountered by teachers and learners in using the interactive
technology and video games?
4. What features or designs of the game will motivate Saudi students to learn more English
language?

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Kahoot can be used as an efficient strategy in class. Bergin and Reilly (2005) state that “the use of games to promote students’ learning has been done to capture students’ interest as all of us learn better when we are motivated” (p.294).  Plump and LaRosa (2017) explained that the students were satisfied with the use of this game according to their answers and experiences regarding the use of Kahoot. One of the most important advantages of Kahoot application is immediate feedback. Kahoot also frees both the teachers and students from traditional assessment and evaluation models. It supports a relaxed and confident atmosphere in class and allows the opportunity for students to discuss and compare their answers with their peers in class and in that way every student can notice their lack and fallacies on a certain topic.

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I think the authors were successful in demonstrating that Kahoot can be used as a review activity in foreign language classrooms and to gather information on students’ perceptions about this application included in the educational process.  Again, as with the previous articles the study was very small (15 Students) but I felt that the authors were able to get the data they needed to assess the benefits of Kahoot as a tool for teaching ESL.

The authors themselves point out that Kahoot can have limitations from a foreign language pedagogical perspective. If not used properly or used very frequently, this type of activity can cause a bit of "fatigue" and demotivation. Therefore, it is advisable to apply this type of quizzes moderately, with clear and precise objectives, and always with feedback, in order to enrich the evaluation and improve the teaching-learning process.

Another limitation of the study was the limited time that it was used in class.  This was due to the fact that the instructor was often rushed and preoccupied with covering the current curriculum.

The authors also point out that the results of this study may have been different if there was not wireless connectivity.

Finally the authors mentioned that the students only learn the language during lesson hours.  I thought one of the advantages of using Kahoot was that you can send the students a link and allow them to play in their own time.  By encouraging them to play and replay, achieving 100%, and getting up the leaderboard, I would assume that this would produce better learning outcomes.  I would have liked to have seen this carried out and maybe compared to a control group to see what impact, if any, that would have had.

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This is a quantitative study and a descriptive, correlational research design was adopted. The target population for this study comprised 1,968 female English teachers employed at public schools in Riyadh, Saudi Arabia. With the assistance of the Head of English Language at the Ministry of Education, the sample of 300 female English teachers was randomly selected from the target population. A questionnaire was distributed to these in the second semester of 2018.  212 responses were received. However, 55 of the responses were incomplete and removed, leaving 157 valid responses for the analysis.
The questionnaire was divided into four parts:

1. Behavioral Intention to Use.

2. Attitude

3. Perceived Usefulness

4. Perceived Social Influence.

All items were assessed using a 5-point Likert scale (ranging from 1 = strongly disagree to 5 = strongly agree).

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A positive relationship was found to exist between behavioral intention to use gamification and affective and cognitive attitudes, perceived usefulness, and perceived social influences, which suggests that a more positive affective, cognitive attitude and perception of usefulness and social influences can lead to a higher behavioral intention to use gamification.  The positive attitude displayed by female Saudi teachers can be explained by the affective and cognitive domains. The strength of these relationships are virtually equal, meaning that the teachers decide to use gamified applications based on not only their personal preference and technophilia but also their awareness of its benefits.
While female Saudi professionals have learned to adapt their professional interactions to their technological knowledge, social influences have also played akey role in female Saudi teachers’ use of technology. This may be due to Saudi society being a collectivist, not an individualistic, culture, in which a group mentality and social norms control each individual’s decision-making; therefore, it is unlikely that the opinions of female teachers are independent of their immediate social environment.
The findings of this study support those of earlier studies, according to which, teachers’ intentions to use technology is significantly influenced by their respective positive or negative attitudes moreover, those with positive perceptions are more likely to adopt.
In addition, teachers are influenced by their social surroundings, and their behavioral intentions will change according to others’ expectations: their intention to use technology is higher when they think it is expected of them by those whom they respect.

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The main findings suggest that all the variables selected (attitude, perceived usefulness, and perceived social influence) are positively correlated with behavioral intention to use gamification, indicating the key role played by these factors in the end user’s actions.
Thus, it is reasonable that a combination of variables such as these three could predict the future use of gamification
by female English teachers in Saudi Arabia.

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Out of the 5 studies I have looked at, this is the largest in terms of sample size, (300 teachers) and data analysed (157 questionnaires).  Though I felt the findings were quite narrow and difficult to make generalisations from, due to the fact that it was aimed at female teachers in Saudi schools.

The authors mention that this is one of the few studies that investigates the factors influencing female teachers’ behavioural intentions to use gamified applications.  Originally, I didn’t see the importance of examining teachers' use of games based on the teacher's gender, though considering that this research was carried out in Saudi Arabia (which has different attitudes toward gender roles from the west) it was certainly something that should be taken into consideration.

With respect to limitations, this study focuses on behavioural intentions to use gamified applications among female English teachers in Saudi public schools, therefore the findings cannot be generalised to include private schools.  I’d go further and add that because the study is so specific it is difficult to generalise its findings in relation to the west.

Research should also be undertaken to look into the factors influencing the behavioural intentions of male teachers to use gamification, as well as comparing the willingness of male and female teachers to use gamified applications in their classrooms.

Another acknowledged limitation is that the study does not discuss or resolve issues related to Western dominance in this new technology: as public schools in Saudi Arabia are gender-specific, male and female teachers work in separate schools, and the results reported here are restricted to female teachers only.

The frequency with which teachers use such applications is another area deserving further examination and has been addressed in similar studies I have looked at.  Finally, future research should also explore the cultural influences that shape peoples’ habits, values, and interpretations in a particular context.

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This is a quantitative descriptive research paper, and the methods are based on previously used data collection - tools from other relevant papers. The research will rely on a major tool for data collection, which is the use of the questionnaire.
The questionnaire was developed from previous related literature article’s and validated using Cronbach's alpha test and data was collected through this tool using smart social networking applications.
The main axis in the questionnaire included (32) questions and featured a lot of questions about fun and engagement.

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The findinds of the study suggest
1. The necessity of paying attention to studying the effectiveness of using interactive technology and video games on developing English as a foreign language among
Saudi students.
2. Conducting more studies on enhancing video games in the educational process for Saudi students of various subjects.
3. Building a clear organizational structure in order to achieve tasks and responsibilities, and creating a flexible and sound academic atmosphere that motivates students to work together.
4. The necessity of relying on scientific and correct bases in assessing the level of students need for video game education.
5. The need to introduce new scientific methods that contribute to enriching the scientific content.
6. To enrich the Saudi Curricula with different educational computer games that tackle the different skills of English language.
7. To supply schools with necessary materials for employing educational computer games strategy.

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This study concluded that video games and other interactive techniques are powerful tools aiding in foreign language learning. Teachers and curriculum designers should pay more attention and put more efforts introducing interactive techniques in the learning process. As concluded from their research results, video games are played by 95% of study participants’. This huge portion gives an indicative measure that time spent by this group can be made useful be introducing learning aspects.

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I think the title "Effect of gamification on students' motivation and learning achievement in language acquisition..." was a little misleading.  It seems the author's concentration was on what literature was produced regarding gamification and they failed to answer or come up with anything new in terms of the effects of gamification on students.

The authors certainly explored the subject, scanning nearly 100 papers and focusing on the 15 or so which explored the effects.  They certainly explored what they set out to do in terms of exploring how much literature has been conducted.  However, I found their findings to be too general (i.e Kahoots was used a lot, games were used to teach english, games were used for motivation and engagement).  Hardly groundbreaking stuff.

I felt that the authors didn’t bring anything new to the table.  Their conclusions were basically that “more research needs to be done”, making their whole paper feel like a waste of time reading.

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This study was a tale of two halves.  A decent literature review followed by a poor questionnaire. The main axis in the questionnaire included (32) questions and featured a lot of questions about fun and engagement.

I’ve read this study 5 times and am still unsure of what exactly their findings were and how they came to them.  The authors say that, there are some statistically significant effects with using interactive technology and video games on developing English as a foreign language, but it's difficult to decipher exactly what their findings were.

Equally, their conclusions offer up very little, other than “video games are played by 95% of study participants’”.   The authors didn’t appear to answer the questions that they set out at the beginning of the study and I’m left scratching my head trying to work out if I missed something or are there some pages missing.

The authors appeared to get their findings from the literature review they carried out at the beginning of the study.  I think the information they gathered here was of much more relevance to answering the questions they had set out.  The questionnaire and the data (or lack thereof) they compiled from it seemed of little value.

In fact looking at the 32 questions that were asked, you can see why.  The questions were pretty much all the same, just worded differently.  Examples include:

Learning English while playing was fun.

I liked participating in gamified class activities.

I enjoyed speaking English in my English class.

The gamified activities were engaging.

I really enjoyed playing video games.

The video games were engaging.

The repetitive nature of the questions would not only lead to limited results, but would probably lead to disengagement and a lack of seriousness by those having to complete it.

This study was a mixed bag.  While I enjoyed the initial sections, once the authors got into their methodology and findings things became quite muddled.

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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,

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Nur Hazwani Mohd Muhridza, Nur Afifah Mohd Rosli, Azura Sirri & Adlina Abdul Samad

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Nur Hazwani Mohd Muhridza, Nur Afifah Mohd Rosli, Azura Sirri & Adlina Abdul Samad

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Authors

Nur Hazwani Mohd Muhridza Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Nur Afifah Mohd Rosli Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Azura Sirri Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Adlina Abdul Samad Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

DOI:
https://doi.org/10.11113/lspi.v5n2.77

Abstract In the recent years, numerous game-based technologies have been developed with the aim of providing fun yet meaningful experience to their users. These technologies are also common among instructors and students in the English as a Second Language (ESL) classroom since they act as supplements for effective teaching and learning. Instructors and students who are now more advanced with technology could benefit from these available game-based technologies as these technologies offer various features that could be utilized for classroom activity. As to ensure the successful implementation of the technologies, students' engagement in the classroom where the technologies are concerned should be paid attention to. Hence, in the context of this study, the use of one game-based technology, KAHOOT in an ESL classroom was observed. The study examines the students' level of engagement while playing KAHOOT and also looks at the students' level of attainment towards the topic content. The study was conducted qualitatively with the participation of 29 undergraduate students. The data was collected via interviews and observations which later was analysed descriptively. The findings suggest that KAHOOT is proven to be useful in initiating and fostering students' engagement in language learning activity and at the same time enhancing their language skills. The study hopes to provide insights for better implementation of game-based technologies in English language classroom curriculum.

References

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Zarzycka-Piskorz, E. 2016. Kahoot It or Not? Can Games be Motivating in Learning Grammar? Teaching English with Technology. 16(3): 17-36.

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Using Game-based Technology, KAHOOT! for Classroom Engagement

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Nur Hazwani Mohd Muhridza Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia Nur Afifah Mohd Rosli Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia Azura Sirri Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia Adlina Abdul Samad Language Academy, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia https://doi.org/10.11113/lspi.v5n2.77 Abstract In the recent years, numerous game-based technologies have been developed with the aim of providing fun yet meaningful experience to their users.

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In recent years, numerous game-based technologies have been developed with the aim of providing fun yet meaningful experiences to their users. These technologies are also common among instructors and students in the English as a Second Language (ESL) classroom since they act as supplements for effective teaching and learning. Instructors and students who are now more advanced with technology could benefit from these available game-based technologies as these technologies offer various features that could be utilized for classroom activity. As to ensure the successful implementation of the technologies, students’ engagement in the classroom where the technologies are concerned should be paid attention to. Hence, in the context of this study, the use of one game-based technology, KAHOOT in an ESL classroom was observed. The study examines the students’ level of engagement while playing KAHOOT and also looks at the students’ level of attainment towards the topic content. The study was conducted qualitatively with the participation of 29 undergraduate students. The data was collected via interviews and observations which later was analysed descriptively. The findings suggest that KAHOOT is proven to be useful in initiating and fostering students’ engagement in language learning activity and at the same time enhancing their language skills. The study hopes to provide insights for better implementation of game-based technologies in English language classroom curriculum.

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This study aims to see the process of the interaction between the teacher, students and the game, and how students construct their relationships through playing Kahoot! in the classroom. This study focuses on the observations and the views of the participants by observing and conducting an interview session afterwards. The researchers then make an interpretive stance in regards to the findings from the participants. This study employs a qualitative approach which intends to investigate the use of Kahoot! for classroom engagement. A single instrumental case study approach has been chosen to investigate a single issue which is the respondents’ engagement when being involved in a game-based language activity. Two instruments were developed which are the observation tool and interview questions respectively. The result of the Kahoot! quiz is used as part of the document analysis. In order to collect data, a classroom of 29 students has been chosen. The quiz was conducted in one day in class. The teacher recorded the group interview session while the observer wrote field notes. The data collected was analysed through the description of the case and the themes of the case. The research questions addressed are as follow:

1) To what extent have the students mastered the words that they have read in the text?

2) What is the students’ level of engagement when playing Kahoot! in class?

Since the activity of testing students’ vocabulary skill involves the use of a game-based application, it is expected that there will be different patterns of behaviour occurring, thus showing different levels of engagement.

The observation was done through event sampling, where the researchers have already decided on what events or behaviours to look out for and the data is gathered by tallying the students’ actions (McLeod, 2015). In this case, their actions are divided based on visual and auditory cues. This method will determine how often the students engage with the game through observational reception.

Data was collected all in the same day. The quiz was explained, groups were orchestrated, the game was played, then group interviews. Field notes were taken by the observer throughout the process while the teacher was controlling the Kahoot! and an interview session.

Data Analysis Strategy: Firstly, for the Kahoot! quiz result, the scoresheet was obtained on the platform itself to see the overall performance of each group with regards to their synonym skill. Secondly, the recorded interview session was transcribed and all significant responses were listed down according to the three questions asked during the interview session. Finally, the data from the observation rubric was tallied and tabulated. The total tallies for each aspect and the characteristic was totalled in order to see the engagement made by the groups.

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Student engagement was excellent, with the majority of the groups displaying outward expressions of happiness, anxiousness, and enthusiasm. These expressions were observed through hand gestures, gasps, whoopings, and physical movement from the group.

There was a uniform act of huddling for all groups while they answered the quiz as they discussed answers without being overheard. This portrays their competitiveness in playing the quiz, hence shows how engaged they are in playing Kahoot!  Overall the students showed more auditory cues than visual ones when expressing their delight or dismay and engagement in the game.

Interaction in groups was very positive.  Students would discuss answers between each other and congratulate each other on good answers.  Interaction between groups only happened at the end of each question whe scores were been compared between the groups

The interview was conducted right after playing Kahoot!. The results indicated that Kahoot! is a good medium for them to enhance their learning as it promoted healthy competition. This coincides with Omar (2017) in her study which found that Kahoot! helps to attract students’ attention and motivate their classroom participation. When students are given the opportunity to compete among each other either individually or in groups, it will give them a sense of gratification if they get the answers correctly.

Kahoot promoted unity. Students felt united with their team members to choose the best answer shown in front of the class.  Another similar study conducted by Plump and LaRosa (2017) found that using Kahoot! in the classroom facilitates engagement, especially when it is played in groups.

Some students said that Kahoot helped to release the stress and tension, while others argued they felt more stress due to the competitive nature.

Students reported that it improved thinking and increased their knowledge. One student said that it was the best way to learn vocabulary. Medina and Hurtado (2017) in their study also found that gamification is one of the latest approaches used to enhance language skills and Kahoot! is one example that helps facilitate vocabulary learning. Another student added that it promoted communication. When students are required to get into groups and strategies on how to answer all questions correctly, it will initiate communication among themselves. This was observed during the game session. Moreover, the communication also traversed between different groups since they were competing to get the highest marks on Kahoot! When students feel interested to participate and communicate throughout a class activity, it shows that particular activity helps with the classroom engagement (Budiati, 2017).

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Using game-based technology, in this case, Kahoot!, is proven to be effective in enhancing language skills as well as useful in initiating and fostering classroom engagement. From the results, it is found that the students have grasped the classroom objective of mastering synonyms based on their textbook. From the students’ responses, Kahoot! is found to motivate the students to be more attentive and become more engaged in classroom participation. It also assists in realizing communication among the students, especially when played in groups. Language skills are also
enhanced through the game. All of these responses show that classroom engagement can be accomplished while playing game-based technology. The responses are supported by the visual and auditory cues observed during the game, which illustrate classroom engagement through discussions, animated expressions, and active participation. Through these findings, it is evident that game-base technology such as Kahoot! should be implemented in the classroom from time to time to engage the students in classroom participation.

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Various studies have found that learning while using technologies such as computers and smartphones are effective in improving student’s engagement and active participation in classrooms (Johns, 2015; Robertson, 2019). Kahoot! is a popular e-learning tool that can easily be used and helps in students’ engagement and activeness in learning. Kahoot! is a free online learning platform that has gained wide acceptance in learning and it is based on current user-centred use (Kletnikov et al, 2019; Melchor, 2019). It is a free student-response tool for administering quizzes, facilitating discussions, or collecting survey data. It is a game based classroom response system played by the whole class in real time. Acquah & Katz (2020) mentioned that game-based learning is one of the best approaches to be an effective tool because it tends to create more engagement compared to traditional approaches because it stimulates the verbal and visual components in learning.

The purpose of the research is to measure the effectiveness of using Kahoot! in ESL classrooms especially for teaching writing. This research also aims to observe whether students are familiar and are able to engage with Kahoot in ESL classrooms. Apart from that, this research is to identify whether Kahoot can help students in blended learning and whether Kahoot creates engagement and active learning for teaching writing in the ESL classroom. This research assessed the effectiveness of this approach by using the quantitative method which is questionnaires in schools.

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A set of questionnaires regarding Kahoot! was made and filled by 40 respondents of third-year TESL undergraduates in a public university in Malaysia who enrolled in the Teaching Writing course.  The questionnaires consist of 25 questions. The participants were free to answer the survey according to their opinions regarding Kahoot!

For the data collection procedures, the researchers created a questionnaire that consisted of three sections, sections A, B, and C. There were 25 questions in total. The researchers then distributed the questionnaires to the participants using WhatsApp and Google Forms. By collecting surveys related to Kahoot from TESL undergraduates, the researchers used the percentage to analyse the data. The findings were reported by using the data given by the participants.

The questions in section  A observed if students are familiar and engaged with Kahoot in ESL Classroom.  Questions were:

Have you used Kahoot! in lessons?

Do you feel the usage of Kahoot in your lessons enhances your learning experiences?

Do you feel that it is necessary to blend the learning experience for students in teaching writing?

In Section B, the questions were related to the second objective which was to measure the effectiveness of using Kahoot in teaching writing in ESL Classroom. Questions included:

Kahoot! makes me think that learning English is fun and effective at the same time

I feel that Kahoot! helps me to get the main keywords of the particular topic in the game.

I found that Kahoot! enhanced my vocabulary in English.

Section C identified whether Kahoot can help students in blended learning and whether Kahoot creates engagement and active learning for teaching writing in ESL Classroom. Questions included:

I think Kahoot! is more interesting compared to written tasks/quizzes?

I feel excited whenever I see my name on the top of the chart box whenever I do the Kahoot!

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The majority of the respondents (97.5%) felt that the usage of Kahoot in their lessons enhanced learning experiences. These findings are agreed by Licorish (2018) in findings which stated that the use of Kahoot! is able to trigger positive attention and enhance learners’ focus in the classroom. Some suggested 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.

​​47.5 % and 37.5% of students strongly agreed that Kahoot! made them think that learning English was fun and effective at the same time.  Most students agreed that Kahoot! was more interesting compared to written tasks/quizzes.  35.5 % of the respondents agreed that they are more focused on reading the questions when doing Kahoot compared to the questions on the papers.

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The introduction of technology in the classroom, specifically the use of a simple gamification tool (Kahoot!), has proven to be positive (Bawa, 2019) for the students’ academic performance based on previous studies.

Since we are living in the 21st century, the interest in understanding students’ motivation and engagement by using technology has been growing as technology is believed to aid the process (Ahmad et al, 2019). Throughout the study, Kahoot! definitely gave students more opportunities to engage with the teachers, peers and the lesson content (Zucker & Fisch, 2019). It also helped in creating a fun learning experience, which contributed to useful classroom engagement. Based on the study, students felt that Kahoot! captured their focus and interest during the lesson, but in a very “relaxing” way.

The outcomes show that Kahoot! motivated students to be more engaged in the classroom. Kahoot! is undeniably an extremely useful gamification educational technology tool that requires minimum technical expertise for creating quizzes, surveys and discussions. Kahoot! does offer breaks from using the traditional style of learning (Esnaashari et al, 2019; Alqurashi, 2019). Even though most students claimed that using Kahoot! was effective in making them more engaged in the class, the authors believed that using it too often during class was not a good idea due to its competitive nature players were more concerned with winning the game, therefore do not fully absorb the answers to the questions being asked.

In addition, the designers of the games (mostly consisting of teachers), are not able to ask challenging or complex questions that will more accurately assess the students’ knowledge due to the time constraints for questions and answers in Kahoot! Thus, even though Kahoot! has a lot to offer especially in terms of engaging students, there are also a few drawbacks to be considered.

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Cárdenas-Moncada, C., Véliz-Campos, M., & Véliz, L. (2020). Game-based student response systems: The impact of Kahoot in a Chilean vocational higher education EFL classroom. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 21(1), 64-78.

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This study sought to determine the impact of a digital game-based student response system called Kahoot on students’ English language learning at a Chilean vocational higher education EFL classroom. To this end, a pretest-posttest quasi-experimental study was set up. A survey was also administered to explore students’ perceptions of and attitudes towards the use of Kahoot in the EFL classroom. The results of the quasi-experiment showed a statistically significant difference in scores of a low-stakes test for students who used Kahoot versus students who did not. Additionally, the results from the survey indicated that students’ perceptions of and attitudes towards the use of Kahoot were found to be highly positive, which contributed to creating a better classroom environment and fostered a better academic performance.

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The methodological framework of the present study draws from the principles of quantitative research. Participants in this study were vocational higher education students. The sample was made up of 50 students undertaking an ESP course, of whom 28 were part of the experimental group and the remaining 22 belonged to the control group. Participants’ ages ranged from 18 to 56 years old. The gender distribution was 89% female students and 11% male students.

Two quantitative methods were utilised in the present work: A pretest-posttest measurement and a survey. The pre and post-tests used in this research were achievement tests developed by the researcher. They consisted of three sections which assessed vocabulary, grammar, and writing skills. Students had 60 minutes to take the tests. In order to explore students’ perceptions of and attitudes towards the use of Kahoot in the English language classroom.

The survey consisted of two main sections: (i) a biographic data section to gather information concerning the participants’ age, gender, and previous experience with Kahoot, and (ii) a four-point Likert scale survey section where 1 meant strongly disagree and 4 stood for completely agree.The survey included 30 items broken down into four different dimensions. The four different dimensions addressed are fun, engagement, motivation, and learning utility.

The survey was developed in the participants’ mother tongue, Spanish, so as to avoid a bias that language misunderstanding may have produced. Besides, the survey was piloted with a group of twenty eight students from a different program at the same institution. The students participating in the pilot survey were already users of the Kahoot app and were chosen because they shared similar biographical characteristics with the experimental group, such as age and gender distribution. Piloting the instrument allowed for reliability in terms of the clarity of the instructions and the language of the items.

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The findings of this study are consistent with those reported by Iwamoto et al. (2017), who showed significant differences in the results of high-stakes examination scores in psychology students who used Kahoot versus those who used traditional learning methodologies. The findings further support the idea that the game based components promote more effective learning (Papastergiou, 2009). They are also consistent with the results of previous research which showed positive effects of two educational software for vocabulary learning - a gamified software and a non-gamified one –where students who used the gamified software had better academic results than those who used the non-gamified version of the software (Kocaman & Kizilkaya-Cumaoglu, 2014).

The learning gains found in this study which mainly entail domains such as grammar, structure, and vocabulary, can be attributed to the fact that game dynamics mediated by technological devices allow for higher levels of engagement and student-centred learning in the classroom, which contribute to improving language learners thinking skills and confidence, and to helping students understand course content better (Hashmi, 2016). According to Woo (2014), using digital games promotes more effective learning as it yields a positive correlation between students’ learning motivation and cognitive load. Jackson et al. (2012), in turn, suggested that entertainment, one of the main features of digital games, supports learning “by stimulating engagement or by rewarding performance” (p. 116).

Fun was the best perceived from the four dimensions measured. This is a very interesting finding as fun plays a key role in game-based learning, which corroborates Iaremenko’s (2017) findings, which suggest that by creating a fun class environment, Kahoot can improve academic students’ performance. In a similar vein, the results of this dimension further support previous research findings (Mork, 2014; Ismail & Mohammad, 2017; Licorish et al., 2017) which indicated that, compared to a traditional approach, game-based learning promotes more effective learning by means of a more enjoyable environment. Equally high mean scores were obtained for the second dimension of the survey, Engagement, which lies at the core of the learning process as engaged students “exhibit curiosity in the learning content and maintain focus during class sessions” (Licorish et al., 2018) These results indicate high levels of self-reported engagement mediated by the use of Kahoot in the English class.

The mean for the third dimension, Motivation, follows the tendency of the previous two dimensions and suggests that the use of Kahoot fosters students’ motivation in the experimental group.

The last dimension measured in the survey, Utility for Learning, obtained the lowest mean of all four dimensions in relative terms as it still scored high on the 1-4 scale. They agreed that Kahoot facilitated learning; helped them retain new knowledge; and increased their understanding of the class content. They also perceived Kahoot as an effective tool to receive instant feedback and reflect on their learning, both of which are crucial aspects of the learning process. These results are consistent with those of previous research (Papastergiou, 2009; Ismail & Mohammad, 2017; Liu, Gettig, & Fjortoft, 2010) and suggest that GSRSs - and Kahoot, in particular - are highly appreciated as a learning tool by higher-education vocational students and those technological devices are not only valued as useful tools by young students.

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As far as the impact on students’ learning achievements are concerned, this quasi experimental study suggests that the use of GSRSs such as Kahoot is capable of producing significant differences in learning gains as measured by students’ scores on a low-stakes English language achievement test. Additionally, the perceptions of and attitudes towards the use of Kahoot in the EFL classroom were clearly very positive in the four dimensions, namely Fun, Engagement, Motivation, and Utility for Learning. Fun and Engagement were the most highly-valued dimensions, closely followed by Motivation and Utility for Learning. The significant increase on learning can then be attributed to the fact that game dynamics, mediated by technological devices, such as smartphones, promote higher levels of enjoyment, engagement, and student-centred learning in the classroom than do traditional classroom tasks, which in turn contributes to enhancing language learners thinking skills and confidence and fostering course content understanding (Hashmi, 2016). Thus, these findings confirm the influence of high-levels of fun, engagement, and increased motivation on students’ academic performance and learning achievements (Blasco-Arcas et al., 2013; Laremenko, 2017).

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Some of the limitations that need to be acknowledged are the following: The first one deals with the span of the study and time constraints which did not allow us to further explore the impact of Kahoot over a longer period of use and find out whether the use of GSRSs foster long-lasting learning in higher-education vocational students. Finally, because of the nature of the instrument used to explore students’ perceptions of and attitudes towards the use of Kahoot, this study failed to gain a deep understanding of the underlying reasons for responding the way they did in the survey. Giving students space to express their thoughts and feelings about the use of Kahoot may have proven richer and more meaningful.

Further research aimed to investigate whether language learning gains behave similarly depending on learners’ proficiency level or across sociolinguistic variables such as gender, age group, or socioeconomic status. In future research, a delayed posttest could be used to determine the learning efficacy and impact of Kahoot over a longer period. Additionally, the collection of qualitative data may contribute to gain a deeper understanding of the students’ perceptions and attitudes and to uncover other possible intervening variables that were not considered in this research.

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Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.

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Highlights

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Literature Review investigating the effect of using the game-based learning platform Kahoot! in the classroom.

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Focus on learning performance, classroom dynamics, students' and teachers' attuites and perceptions, and student anxiety.

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Includes 93 quantitative and or qualitative studies including experiments, crosssectional, mixed method, and case studies.

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Main conclusion is that Kahoot! has a positive effect on learning performance, classroom dynamics, attuites, and anxiety.

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Main challenges include technical problems, see questions and answers, time stress, afraid of losing, and hard to catch up.

Abstract

Kahoot! is a game-based learning platform used to review students' knowledge, for formative assessment or as a break from traditional classroom activities. It is among the most popular game-based learning platforms, with 70 million monthly active unique users and used by 50% of US K-12 students. Since the platform was released in 2013, many studies have been published on the effect of using Kahoot! in the classroom, but so far, no systematic analysis of the results. This article presents the results of a literature review on the effect of using Kahoot! for learning and, more specifically, on how Kahoot! affects learning performance, classroom dynamics, students' and teachers' attitudes and perceptions, and students' anxiety. The literature review includes 93 studies, and the main conclusion is that Kahoot! can have a positive effect on learning performance, classroom dynamics, students' and teachers' attitudes, and students' anxiety. However, there are also studies where Kahoot! has little or no effect. The main challenges mentioned by students include technical problems such as unreliable internet connections, hard to read questions and answers on a projected screen, not being able to change answer after submission, stressful time-pressure for giving answers, not enough time to answer, afraid of losing, and hard to catch up if an incorrect answer had been given. Further, the main challenges mentioned by teachers include getting the difficulty level of questions and answers right, problems related to network connectivity, scoring based on how quickly the students answer reducing student reflection and cause some students to guess without thinking, that some students can have a problem with failing a quiz, and some teachers find it challenging to use the technology.

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The effect of using Kahoot! for learning - A literature review

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Kahoot! is a game-based learning platform used to review students' knowledge, for formative assessment or as a break from traditional classroom activi...

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This article presents the results of a literature review on the effect of using Kahoot! for learning and, more specifically, on how Kahoot! affects learning performance, classroom dynamics, students’ and teachers’ attitudes and perceptions, and students’ anxiety. The literature review includes 93 studies, and the main conclusion is that Kahoot! can have a positive effect on learning performance, classroom dynamics, students’ and teachers’ attitudes, and students’ anxiety. However, there are also studies where Kahoot! has little or no effect. The main challenges mentioned by students include technical problems such as unreliable internet connections, hard to read questions and answers on a projected screen, not being able to change answer after submission, stressful time-pressure for giving answers, not enough time to answer, afraid of losing, and hard to catch up if an incorrect answer had been given. Further, the main challenges mentioned by teachers include getting the difficulty level of questions and answers right, problems related to network connectivity, scoring based on how quickly the students answer reducing student reflection and cause some students to guess without thinking, that some students can have a problem with failing a quiz, and some teachers find it challenging to use the technology.

The research goal of our literature review was to investigate research studies on the effects of using Kahoot! for learning. Specifically, we wanted to investigate how Kahoot! affects learning performance, classroom dynamics, student anxiety, and the perceptions of students and teachers.

The following research questions were defined:

RQ1: How does Kahoot! affect learning performance?

RQ2: How does Kahoot! affect classroom dynamics?

RQ3: How does Kahoot! affect students’ anxiety?

RQ4: What are the students’ perceptions of Kahoot!?

RQ5: What are the teachers’ perceptions of Kahoot!?

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This study can be classified as a literature review.  The study was carried out according to (Dybå & Dingsøyr, 2008) consisting of five stages:

1) Development of review protocol.  This protocol specified the research questions, search strategy, inclusion, exclusion and quality criteria, data extraction, and methods of synthesis.

2) Identification of inclusion and exclusion criteria.

The authors concentrated on articles not reports, books, chapters, letters, or abstracts.

The article was published in an international peer-reviewed journal or conference.

The article is written in English.

The article refers to Kahoot! in the title or abstract.

The exclusion criteria were:

The article is not accessible through university services or memberships.

The article is only accessible behind a paywall.

Kahoot! is only mentioned as an example and is not the focus of the paper.

3) Search for relevant studies.  The search for relevant studies was carried out in two steps:

digital research databases were searched for relevant studies.

references in found studies were checked for additional studies.

4) Critical appraisal.  The focus of the critical appraisal was on relevance (only articles classified as an experiment, survey case study or similar with focus on Kahoot!), rigor (appropriate research approach described including research context, number of subjects, scope, design, methods, and execution), and credibility (conclusions based on sound analysis and reasoning). The critical appraisal was carried out by two researchers who independently evaluated which studies to be accepted and rejected. The two lists of rejected candidates were compared and merged into one list. There was only a disagreement regarding two articles, whom both researchers agree to reject but for slightly different reasons. Studies with few subjects (N) were accepted only if they included qualitative data and analysis with sufficient depth.

5) Data extraction.  During this stage, data were extracted from the 93 accepted articles by reading through the whole articles in detail.

6) Synthesis. For the synthesis step, all articles in the review were classified according to the type of study and by nine attributes. The purpose of the attributes was to classify the articles according to the five research questions and to what kind of results they provided.

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The results of our literature review present mainly a positive view of the effect of using Kahoot! for learning.  Several studies suggest that the game show elements, graphics, points and audio contribute to a more positive learning environment (Abidin & Zaman, 2017).

Some studies in our review reported improved and increased the interaction among students (Antoniou et al., 2016). The game creates a suspension that can increase enjoyment, motivation, and concentration (Chaiyo & Nokham, 2017).  Student anxiety can be decreased through having the option to be anonymous both to fellow students and the teacher through the use of nicknames (Lee et al., 2019).  Several studies reported the importance for students to be anonymous, which can result in reduced stress and a safer environment to fail (Cutri et al., 2016).  Studies mentioned positive effects from the use of graphics, audio and music in Kahoot! (Baydas & Cicek, 2019).  The results of this literature review may suggest that there is a relationship between engagement, motivation, and having fun and learning outcomes and classroom dynamics.

The review also revealed that the strong focus on competition and being a game might have some adverse effects. One challenge mentioned by four articles was stressful time-pressure for giving answers and the tendency that some students simply guessed the answer in order to try to get a high score (Bicen & Kocakoyun, 2018). Another challenge mentioned by two articles was the fear of losing (Głowacki et al., 2018; Yapıcı & Karakoyun, 2017). One remedy to reduce the fear of losing recommended by three articles is to play Kahoot! as teams and not as individuals (Abidin & Zaman, 2017; Atherton, 2018; Muhridza et al., 2018).

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The authors found that Kahoot! had a positive effect on learning both for K-12 and higher education, as well as for language learning, technical and engineering fields, science, maths, business, and nursing. However, there are also few studies where Kahoot! did not have a significant positive effect on learning performance.

The literature review included four studies that reported statistically significant results related to classroom dynamics, where one showed that the effect on classroom dynamics was reduced from first-time use to after frequent use over five months. However, the thirty-three other papers all reported on improved classroom dynamics from using Kahoot! in the classroom, including the improved teacher-student interaction and student-student interaction, more favourable to actively participate in class, improved classroom atmosphere, and easier to answer questions in class.

Ten articles reported that Kahoot! reduces student anxiety related to asking questions, reduces stress and tension, encourages participation without being judged, adds humour to class, and enables shy students to get involved. Two studies showed a statistically significant reduction of student anxiety, and one study reported that Kahoot! could produce agitation.

With regard to student perceptions, the main conclusion is that students have a very positive perception of the use of Kahoot! in learning, and these results include a positive effect on motivation, engagement, concentration, perceived learning, attention, enjoyment, satisfaction, and confidence. The main challenges reported include technical challenges, hard to read questions and answers on a projected screen, time pressure, afraid of losing, and hard to catch up if an incorrect answer had been given.

Teachers’ perceptions were positive about using Kahoot! for teaching. Positive findings include higher motivation of teachers, ease of use, a motivating tool, support teachers’ instructive work in class, can assess students’ knowledge in real-time, increases student motivation, stimulate students to speak their point of view in class, can wake up students, increase class participation, and reduce teacher’s workload. The main challenges were found to be technical issues and challenges, get the questions and answers right and scoring based on timing.

The main conclusion of their literature review was that Kahoot! has a positive effect on learning, but there are challenges and room for improvement. Our literature review shows that there have been several experiments on the learning effect of using Kahoot! but there is still room for empirical studies, especially on classroom dynamics, student anxiety, and perceptions of students and teachers. Further, so far, we did not find any studies on the use of Kahoot! in corporate training or similar.

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This was one of the most comprehensive looks into the Kahoot! App.  The authors were very successful in explaining and carrying out their process.  It could be argued that the way they looked for studies was a little simple, and excluding articles which they had to pay for could have cost them (pun intended).  Another critique would be that the authors only accepted articles that had a positive view of Kahoot!  The reason they discarded articles that portrayed a negative view was because of technical problems and difficulties that the results were invalid.  I too have seen a few articles like this, where the authors blame devices that are not working properly or slow wifi and agree that these studies shouldn’t really be included as they are not representative of the app.

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Mohd Iskandar Idris, Nur Ehsan Mohd Said and Kim Hua Tan

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Mohd Iskandar Idris, Nur Ehsan Mohd Said and Kim Hua Tan

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Idris, M. I., Said, N. E. M., & Tan, K. H. (2020). Game-based learning platform and its effects on present tense mastery: Evidence from an ESL classroom. International Journal of Learning, Teaching and Educational Research, 19(5), 13-26.

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View of Game-Based Learning Platform and its Effects on Present Tense Mastery: Evidence from an ESL Classroom

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Return to Article Details Game-Based Learning Platform and its Effects on Present Tense Mastery: Evidence from an ESL Classroom

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This study aims to examine the effectiveness of Kahoot!, a game-based learning platform, in reinforcing simple present tense verb learning amongst young English as a second language (ESL) learners. A total of 31 Year 3 students (aged 9) at a national primary school in Malaysia were involved in the study. A one-group pretest-posttest research design was employed with an intervention program that spanned four weeks. Results analysed revealed that the performance of pupils in the post-test improved significantly with the application of Kahoot! as compared with that in the pre-test. Discussion of the main findings revealed that gamification, through its captivating features, was responsible for lowering the learners’ affective filter during grammar lessons and subsequently increasing their learning motivation. The implications of the findings suggest that Kahoot! is a relevant teaching tool for the current generation of learners and educators may explore the possibilities which Kahoot! has to offer with other grammatical components.

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This research employed a pre-experimental method. The data were collected exclusively from a comparison of pre-test and post-test data. The sample of this study consisted of 31 Year 3 pupils without any control group. All of them are nine years of age studying in the same class.   The data were analysed quantitatively because the purpose of this research was to measure the effect of Kahoot! on present tense verb learning. The pre-test was administered at the beginning of the study. The final score in the post-test would indicate the learning progress. It was used as the benchmark to ascertain the effect of Kahoot! on the present tense verb learning of Year 3 pupils. The present tense verb test was the only instrument used for this research and was given before and after the application of Kahoot!. The intervention length was four weeks, which was equivalent to 12 contact hours.

The researcher firstly selected 30 targeted verbs. They were then transferred into Kahoot!. An appropriate image was inserted for each question to assist learning.  At the initial stage, the pupils were administered with the pre-test, consisting of 10 multiple-choice questions.  The duration of the pre-test session was 30 min.  After the pre-test, the pupils had the first lesson about the rules of present tense verbs and the introduction of all the targeted verbs.  The pupils were then familiarised with Kahoot!.  The quiz on present tense verbs was launched, and the pupils were instructed to answer it in pairs and individually.

The same questions were distributed in the post-test for the participants to answer on the final day of the experiment. The duration of the post-test session was 30 min.  Before the test, the researcher gave the pupils a short briefing by instructing them to read each question carefully, underline the correct answer and write the answer in the blank.

The researcher marked all scripts. The marks scored by the respondents in the pre-test and the post-test were tabulated.  A statistical analysis was executed by recording the scores of the participants’ in both tests on the statistical software. The paired sample t-test was used to describe the difference in the mean before and after the use of Kahoot!. The result from the data was crucial in verifying the effectiveness of Kahoot! in reinforcing the respondents’ learning and understanding of English present tense verbs.

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The statistical analysis indicated a significant difference in terms of the performance of the pupils after the use of Kahoot! in learning present tense verbs. The respondents were able to reinforce their learning via Kahoot!. The results confirmed that Kahoot! reinforced the present tense verb learning of young ESL learners. The features embedded and the relevance of the application to young learners could be related to the effectiveness of Kahoot! in reinforcing the respondents’ learning of present tense verbs; Kahoot! features the elements of gamification, such as leaderboards, points, feedback, performance graphs, and social elements/community collaboration (Flores 2015). Bullard and Anderson (2014) and Wichadee and Pattanapichet (2018) further stated that gamified learning, such as Kahoot!, manages to improve the achievement of learners concerning the pre-test and post-test carried out. Besides, Zarzycka-Piskorz (2016) determined that Kahoot! could motivate learners to learn grammar. Concerning the study by Rao (2014), he states that the effectiveness of using games to improve learners’ achievement, lies in the engagement of learners towards learning and playing at the same time. Online language games are valuable to 21st-century learning as students can improve their grammar in ESL with the assistance of online language games (Mullins & Sabberwal, 2018; Leaning, 2015). Moreover, it can be said that students love something different in their typical classroom setting. Their learning motivation will increase too (Castaneda & Cho, 2016). This study also verified the statement made by Hussein (2015). He stated that this accomplishment might also be driven by the lowered affective filter triggered by the notion of gamification because learning grammar is somehow distressing to most second language learners.

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In the context of the present study, Kahoot! has been indicated to have a positive effect on grammar learning, in which a significant difference exists between the scores of the pupils before and after the learning session on the present tense, leading to the discussion of several implications. The findings suggest that gamification can enhance the teaching and learning experience and is thus, a suitable tool for ESL lessons. It provides thought-provoking ideas into the effectiveness of using Kahoot! in teaching grammar for young learners. Although the findings cannot be generalised to the entire population, they offer an exciting insight into the effectiveness of using Kahoot! in teaching grammar.

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This study serves as a starting point for subsequent research on different grammatical items, particularly for young learners at the age of 7 or 8 with large sample size. However, future studies may consider including a control group whenever possible to reduce external threats and to strengthen the research design. The study has also discussed infrastructure readiness as a main concern. A secure and stable Internet connection is crucial to execute the lesson successfully. Every school, either in rural or urban areas, should be well-equipped with a computer laboratory/room to meet the demands of 21st-century learning. Kahoot! maybe an inappropriate online learning platform for schools in rural areas due to poor Internet connectivity and the lack of information and technology infrastructure. Educators may further explore the possibilities which Kahoot! has to offer to deal with 21st-century learners, but they should carefully develop the content of the lessons in terms of the degree of difficulty and the nature of their students when considering this method. While such recommendations are made, interested parties must be aware that educators, learners and governments play a significant role in generating conducive, contemporary and relevant learning environments suited for the current generation.

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Matthias Murawski, Tawhid Hasan, Markus Bick.

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Matthias Murawski, Tawhid Hasan, Markus Bick.

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Murawski, M., Hasan, M. T., & Bick, M. (2019, June). Five Years of Kahoot! in the Classrooms–What does Research Tell Us?. In EDEN Conference Proceedings (No. 1, pp. 509-517).

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Five Years of Kahoot! in the Classrooms - What does Research Tell Us? | Murawski | EDEN Conference Proceedings

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Five Years of Kahoot! in the Classrooms - What does Research Tell Us?

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The authors used Kahoot! regularly during their lectures to review the content of previous classes. Their experiences were very positive in terms of students’ motivation and increased interaction. But these are, of course, only our subjective impressions and therefore they searched for insights from academia on questions such as the effects of using Kahoot! During this process, they learnt an overview of academic studies on Kahoot! didn’t exist, which indicated a clear gap given its importance. The authors thought that an overview of existing research on Kahoot! was valuable, particularly to identify gaps and corresponding needs for future research. Therefore, the research question (RQ) of this paper is:•RQ: What is the current state of research on using Kahoot! in education?

This question is answered by conducting a structured literature review. For structuring the selected papers, they suggested a socio-technical perspective. This approach, which covers the dimensions: human, technology, and organisation, is often used in the field of information systems (Laudon & Laudon, 2014) but is also suitable for the topic of this paper. Using Kahoot! in the context of education contains humans such as teachers and learners, but also technology such as devices and other technical requirements. Finally, educational institutions provide the organisational context. We structure our paper as follows: In section “Theoretical background”, we present a brief overview of gamification in the learning context and some more details on Kahoot!. Subsequently, we explain the suggested socio-technical system. Section“Methodology” contains the main aspects of our research design. The core of the paper is section “Research findings and discussion” in which we answer our RQ. Finally, the paper ends with the section “Conclusion and outlook” in which future research opportunities are presented.

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According to our research question, we first conducted a structured literature review (e.g., Webster & Watson, 2002) and subsequently applied a content analysis (e.g., Mayring, 2014).The described search strategy initially resulted in 23 papers which indicates the very early stage of research of the topic at hand. After reading the abstracts, we excluded seven of the 23 papers because they were not relevant to our analysis. We furthermore applied a backward search (a forward search was not useful as all selected papers are very new) which yielded one additional paper that has been included in our sample. Thus, our final sample contains 17 academic publications about Kahoot! in the context of education. For the content analysis, we used the dimensions and sub-categories of the socio-technical model (see Figure1) to assign the selected articles. We furthermore distinguished between conceptual and empirical papers. Thus, we conducted a deductive category assignment (Mayring, 2014).

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Reagrding the current state of research. On the meta level, the focus is placed on the dimensions: human and educational institutions while, so far, less research efforts are put on technical aspects. Most of the articles put the learner in the centre of interest while only three out of 14 exclusively analyse the teachers’ perspective. Also, the effects of using Kahoot! are part of most of the papers (13 out of 17). Most studies are furthermore very context-specific, meaning that a concrete subjectis considered. The purpose of using Kahoot! is hardly investigated. Regarding the research type, 14 out of 17 papers are of empirical nature. However, it must be noted that in most cases relatively small samples were collected and analysed. Exceptions are particularly Wang (2015) as well as Wang and Lieberoth (2016), who work with larger samples.

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The overall objective of this paper was to elaborate the current state of research on using Kahoot! in education. This objective has been reached by conducting a structured literature review and a subsequent content analysis. Despite its practical importance and dispersion, their analysis reveals that research around Kahoot! is still in an early stage. This is firstly indicated by the very small number of academic articles dealing with Kahoot!. Secondly, existing articles place the focus on specific aspects of the socio-technical system while other also important aspects are neglected, which, in turn, paves the way for further research opportunities. This is especially true for technical questions around Kahoot!. For example, does the type of device(i.e., mobile, tablet, laptop) have an influence on the mostly positive effects of using Kahoot!? Or could a change of device even increase attention in specific settings? Also, technical requirements such as a sound internet connection even for large student groups or the availability of sound systems are hardly picked out as a central theme. Regarding the educational institutions, there seems to be a kind of agreement on the effects of the use of Kahoot! which are generally found to be positive.

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However, except for Wang (2015), differences between short-, medium-, and long-term effects are not researched yet. Thus, future research could be focused on longitudinal studies to fill this gap. Also, the purpose of using Kahoot! is associated with interesting questions, but rarely exists in current research. For example, how could Kahoot! be applied or – if required – modified in the context of distance learning? What is furthermore completely neglected in research so far is the use of Kahoot! in companies, e.g., for training purposes. This topic seems to be highly relevant, given that almost all Fortune 500 companies use Kahoot!. Future research could start with case studies to explore related questions. Finally, considering the human dimension, we believe that more efforts are necessary to better equip the teachers with, for example, competencies to apply Kahoot! appropriately which is linked to the topic of digital competencies in general (Murawski & Bick, 2017). In addition, scholars should try to generate more generalizable results, for instance, through studies with larger samples or cross-subject analyses. This would contribute to a better overall understanding of Kahoot!

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Yu, Z. (2021). A meta-analysis of the effect of Kahoot! on academic achievements and student performance.

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Kahoot!-based serious games have received international attention and obtained more than two billion players across over 200 countries and areas (Kahoot!, 2021). However, scanty studies have systematically examined their effect on educational outcomes using a meta-analysis. Through a meta analysis using Stata/MP 14.0, this study concludes that Kahoot!-based serious games could significantly improve academic achievements and student performance, that the educational level of participants could not predict Kahoot!-assisted academic achievements and student performance, and that the difference in countries or areas could not predict Kahoot!-assisted academic achievements and student performance. More components such as cognitive loads, satisfaction, or anxiety in Kahoot!-based serious games could also be meta-analytically reviewed in the future.

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This meta-analytical study is conducted based on the specific procedure and methods suggested by Moher et al. (2009) in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

The authors included 24 results for the meta-analysis after removing duplicated results, screening the irrelevant results, excluding those ineligible, and deleting those without full texts or enough data information. The inclusion and exclusion criteria are established based on researchers’ rich experiences.

Data extracting and literature coding Two professors solicited and coded data from the included studies and Data analyses was then performed.

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It is reasonable to arrive at the conclusion that Kahoot!-based serious games could significantly improve student performance. Kahoot! allows students to answer questions in various forms such as quizzes, multiple choices, polling, blank-filling, or discussion. Students might answer questions through voices, videos, or pictures. They could also attend the online classes assisted with Kahoot!. This brings about great convenience for both teachers and students especially during this special pandemic time (DíazSainz et al., 2021). Due to its multiple functions, students and teachers do not need to attend the physical classes that require close physical face-to-face contacts. They can sit at home to conveniently attend the class at their will. This could doubtlessly encourage students to join the class actively and perform well. Kahoot! could smoothen the learning process and enlarge students’ capacity of memory (Díaz-Sainz et al., 2021), which might thus improve student performance. In Kahoot!-based serious games, teachers often provided badges for students, which could motivate them and simulate their learning interest, leading to better performance (Lister, 2015). The rationales for students to obtain satisfactory academic achievements may be of variety in the classes based on Kahoot!. The serious game provides gamification elements for students to play, encouraging them to finish learning tasks when playing games. Students feel fun in the gameplay and attempt to obtain favourable results when playing. This definitely initiates them to complete learning goals efficiently and effectively. They could also join the gameplay anonymously, which may relax them and improve their academic achievements. The open achievements on the large screen may inform that they have numerous competitors in the gameplay. They are thus encouraged to learn and play actively to obtain better academic achievements in competitive and entertaining environments. Kahoot!-based questions could improve students’ attention, motivation, and entertainment (Parra-Santos et al., 2018), leading to improved academic achievements. Kahoot! could improve in-class interactions and cooperation, and could thus exert a positive influence on student attitudes toward learning, performance, and learning atmosphere, contributing to enhanced students’ academic achievements (Wang & Tahir, 2020). It is reasonable to conclude that educational levels could not predict Kahoot!-based academic achievements and student performance. With the development of information science and technologies, Kahoot!-based serious games have gained great popularity in education regardless of educational levels. The primary use in pre-secondary schools has been extended to various levels of education such as higher education and secondary levels. Learning technologies such as Kahoot! could be used to enhance learning outcomes due to their interactions and collaboration features across educational levels (Zucker & Fisch, 2019). Gamification elements provided by Kahoot! could promote learning success, improve teaching efficiency, and provide benefits for teachers and students at every educational level (PertegalFelices et al., 2020). Gamification elements have been widely accepted and can improve learning outcomes at all educational levels (Subhash & Cudney, 2018). It is also reasonable to reveal that the difference in countries or areas could not predict Kahoot!-assisted academic achievements and student performance. Kahoot! has received international attention and obtained more than two billion players across over 200 countries and areas (Kahoot!, 2021). It has been proved beneficial to education outcomes in many countries such as Turkey (Aras & Çiftçi, 2021), Spain (Díez-Pascual & García Díaz, 2020), the United Arab Emirates (ElTahir et al., 2021), the UK (Holbrey, 2020), Indonesia (Sartini, 2020), Singapore (Ignacio & Chen, 2020), and the USA (Sumanasekera et al., 2020). Kahoot! may not have gained popularity in some countries due to the limitations to accessibility or socioeconomic issues. But this limitation does not indicate the significant effect of countries or areas on Kahoot!-based academic achievements and student performance.

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Major findings of this study are generally consistent with previous findings. It concludes that Kahoot!- based serious games could significantly improve academic achievements and student performance, that the educational level of participants could not predict Kahoot!-assisted academic achievements and student performance, and that the difference in countries or areas could not predict Kahoot!-assisted academic achievements and student performance.

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Several limitations could be reported to this study. Firstly, the study cannot include all the qualified studies because of limited library sources. Secondly, the study outcomes are heterogeneous, which may have influenced the reliability of the pooled effect. Lastly, the study cannot include all the countries or areas across the world, which may influence the reliability of the study.

Future research could expand to a wider scope of literature and examine studies in more countries or areas. More components such as cognitive loads, satisfaction, or anxiety in Kahoot!-based serious games could also be meta-analytically reviewed in the future.

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Halim, M. S. A. A., Hashim, H., & Yunus, M. M. (2020). Pupils' Motivation and Perceptions on ESL Lessons through Online Quiz-Games. Journal of Education and E-Learning Research, 7(3), 229-234.

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This study examined pupils‟ motivation and perceptions of ESL lessons through online quiz-games namely Kahoot! and Quizizz. There were 60 primary school learners involved in this study. Data were collected using a survey questionnaire, and were analysed and discussed quantitatively in descriptive analysis. The findings revealed that these learners had an elevated motivation and positive perceptions on the inculcation of online quiz games in English lessons. The positive responses shown by the pupils have reflected their positive motivation, perceptions and acceptance towards learning English with the integration of online quiz-games like Kahoot! and Quizizz. This is because the elements of fun, enjoyment and competition in games can make students more motivated and interested in learning English.

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This study employed a quantitative research design that involved 60 pupils from a primary school in a state in Malaysia. The participants, selected through convenient sampling, consisted of those who have intermediate to low levels of proficiency and fluency in English. Most of the pupils in these two classes were not able to speak English accurately without any guidance, and they seemed indifferent to fully use the language inside and outside the classroom. They were also observed to be very inactive and chose not to talk much in English lessons. Apart from that, they seemed uninterested in conversing in English. This research took place over a period of two weeks. Both classes had the English lessons accordingly and then underwent the online quiz games in each lesson either in the middle of the lesson as exercises or at the end of it as a recap activity.

The research instrument that was utilized was a survey questionnaire consisting of fifteen items. The questionnaire items were adapted from Gardner‟s Attitude and Motivation Test Battery (AMTB) according to the need of this study. Some items were also adapted from Rajendran et al. (2019) who had also adapted them from Gardner‟s AMTB. The items in the questionnaire were ranged using a four-point Likert scale which participants had to tick based on what their responses were to each item. The survey questionnaire was given to students to answer on the last day of the research period which was the fourteenth day. The items in the questionnaire were also thoroughly explained orally through translation by the researcher for the participants who found it very hard to understand. Then, the results collected from the instrument were analyzed to answer RQ1 and RQ2 with the utilisation of frequency counts and percentages were described descriptively.

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The findings in this research suggested that pupils had a higher level of motivation towards learning English using online quiz games.  Students felt motivated and highly interested in learning English via the incorporation of online quiz games. Most participants felt more confident to use English if they learn the language in a fun way. They were more willing to improve their English so that they could be better at it through the games. Hence, since they felt more confident during English lessons, they preferred to spend more time learning English because they did not feel bored after engaging in English lessons assimilated with online quiz games like Kahoot! and Quizizz. Therefore, it was concluded that the inculcation of online quiz games in English lessons is able to elevate high motivation among ESL learners to perform better in the classroom.

Pupils had good and positive perceptions of learning English with the integration of online quiz games. It was shown that most of them perceived the use of gamification in ESL learning as helping to improve their English skills. A lot of them believed that learning English through online quiz games like Kahoot! and Quizizz was able to increase their interest and communication skills in English. Most of them believed that using games to learn English made them less nervous in their learning process, which made them to be more willing to pay more attention in the classroom; and to be more ready to improve themselves in English lessons. Therefore, it was concluded that ESL learners are more prone towards learning English via online quiz-games like Kahoot! and Quizizz. This also showed that they prefer to learn more by assimilating ICT in their ESL learning process instead of the traditional „chalk-and-talk‟ method of learning (Rajendran et al., 2019).

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In conclusion, based on the findings, it is noteworthy to agree that in the context of this research, the integration of online quiz-games could elevate ESL learners‟ motivation and herald positive perceptions in learning English. This was proven in both research instruments used in this study which were the observations as well as the survey questionnaire. The positive responses shown by them have reflected their positive motivation, perceptions as well as acceptance towards learning English with the integration of online quiz-games like Kahoot! and Quizizz. This is because the elements of fun, enjoyment and competition in games can make students more motivated and interested to learn English. This can be related back to the main theory of this study which was Gardner‟s Motivation Theory which stated that motivation includes three elements which are effort, desire and also positive affection. As mentioned previously, Gardner. (1985) stated that the role of orientations (integrative and instrumental) or goals is to intrigue motivation and drive it to achieve the goals. Since the online quiz-games used in their ESL lessons manage to intrigue their motivation, it drove them to be more interested and motivated to learn English which in this case, was the goal of this study. It is hoped that this research and its findings were beneficial to all stakeholders, especially teachers. This is because teaching methodology is one of the prominent aspects that teachers need to ponder upon to provide a successful and meaningful teaching and learning process to learners. Hence, although this study was a small-scale study focusing on the opinions of only 60 participants, it could be regarded as a meaningfully vital and essential step in recognizing the classroom instructors‟ views on a significant issue which is young learners‟ learning of English via online quiz-games.

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Chiang, H. H. (2020). Kahoot! in an EFL reading class. Journal of Language Teaching and Research, 11(1), 33-44.

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Little is known about EFL learners’ perceptions of mobile applications. The main purpose of this study was to understand Chinese students’ attitudes toward the application of Kahoot!, a mobile game-based learning app, in a college EFL class in Taiwan. No gender differences were found in students’ perceptions of the use of Kahoot! for English learning. Although the participants expressed positive attitudes towards the application of Kahoot! in the EFL reading class, several negative opinions were expressed regarding the use of Kahoot! as a testing tool. These results provide support for the affective filter hypothesis. Implications for EFL teachers and future research are discussed.

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A  questionnaire  with  a  total  of  29  questions  was  adapted  from  Bicen  and  Kocakoyun’s (2018)  study.  Participants responded  to  questions  1  to  27  on  a  5-point  Likert-type  scale  (5-completely  agree,  4-agree,  3-no  opinion,  2 disagree, and 1-completely disagree); these questions collected students’ perceptions on the application of Kahoot! in the English classroom. Questions 28 and 29 were open ended questions designed to solicit students’ opinions about the advantages and disadvantages of using Kahoot! as a testing tool.

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First, all of the participants had positive perceptions regarding the benefits of Kahoot! for learners and the classroom atmosphere. In other words, the participants enjoyed the game-like learning environment. This finding further supports earlier  studies  indicating  that  Kahoot!  makes  learning  more  fun  and  enjoyable  (Dellos,  2015;  Ismail  &  Mohammad, 2017; Licorish et al., 2018; Medina & Hurtado, 2017; Wang & Lieberoth, 2016; Zarzycka-Piskorz, 2016). One possible reason for this finding is that students in the digital age are able to access a variety of online content and communication methods, such as social media, videos, games, e-mail, and text. These students feel very comfortable with technology-based applications such as Kahoot! (Kahoot, 2018), and Licorish et al. (2018) mentioned in their study that students feel safer in this kind of game-based learning environment. Second,  the  students seemed  to  accept  the  use  of  Kahoot!  as  an  evaluation  tool  in  the  classroom.  Based  on  the findings, this  study  is  consistent  with previous  studies  indicating  that  Kahoot!  is  a useful  assessment  tool  for  teachers when  creating  quizzes  or  surveys  and  for  students  when  taking  exams  in  the  classroom  (Bicen  &  Kocakoyun,  2018; Dellos, 2015; Ismail & Mohammad, 2017; Medina & Hurtado, 2017; Plump & LaRosa, 2017). This result implies that the  participants  accepted  the  use  of  Kahoot!  as  a  quiz tool. One possible  explanation  for  this  finding  is  the notion that students who are digital natives reap innumerable benefits from being online, and taking surveys or quizzes via Kahoot! is  a  multimedia  activity  even  though  it  involves  assessment.  Another  possible  interpretation  is  that  learning  through
Kahoot!  is  still  something  of  a  novelty  for  students.  Wang  (2015)  states  that  the  disadvantages  of  Kahoot!  might become  apparent  if  students  become  bored  with  gamified  technology.  It  is  worth  noting  that  one  student  mentioned environmental  protection  issues,  which  could  be  related  to  the  benefits  of  preserving  paper  when  using  Kahoot!  as  a testing tool instead of the traditional pen and paper method.

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In  summary, the goal of this paper was to assess college students’ perceptions of the application of Kahoot! in an EFL reading class. Gender differences in these perceptions were discussed, as were the advantages and the disadvantages  of  Kahoot!  as  a  testing  tool.  To  achieve  the  best  teaching  and  learning  results,  the  affective  filters hypothesis  should  be  considered  when  using  applications  with  EFL  learners.  The  results  of  this  study  have  led  to  a better  understanding  of  how  EFL  college  students  think  about  the  use  of  Kahoot!  in  a  reading  class  for  presenting warm-up activities and administering  assessments.  However,  every  coin has two  sides,  and  Kahoot!-assisted  language learning is no exception; thus, teachers should leverage the app’s advantages appropriately and avoid its disadvantages.

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The  limitations  of  this  study  derive  from  its  use  of  convenience  sampling  and  the  small  sample  size.  The  study  is therefore a case study on applying a mobile application, Kahoot!, in an EFL college reading class in Taiwan. The results may  not  be  generalizable  to  other  teaching  fields.  Larger  samples  and  more  interviews  are  needed  as  part  of  future research.  There may  also  be  several  other  factors  that  influence  the  effectiveness  of  Kahoot!  and  perspectives  towards adopting  Kahoot!,  such  as  English proficiency,  learning styles,  preferences  for  learning  or  taking  a  test,  and mobile-assisted language learning culture (Cojocnean, 2016).

Future Research As Nacke, Drachen, and Göbel (2010) suggested, qualitative survey-based methods are more suitable than quantitative methods when seeking to solicit learners’ experiences with game-based technology. Thus, in addition to the survey method, interviews could be conducted to elicit learners’ deeper thoughts on the use of Kahoot! in the language classroom.  Further  studies  considering  learners’  learning  styles  that  account  for  mobile -assisted  language  learning variables  need  to  be  undertaken,  as  several  researchers  have  mentioned  that  technology-related  learning  tends  to  be beneficial  for  kinesthetic learners  (Johns,  2015;  Valiente,  2008).  Finally,  taking English  proficiency  into  consideration may  provide  EFL  educators  who  are  interested  in  applying  Kahoot!  in  their  language  classes  a  more  comprehensive reference.  Specifically,  studying  the  attitudes  of  EFL  learners  with  different  levels  of  English  proficiency  towards learning and testing through Kahoot! and determining the differences among them could be informative. Further studies about applying Kahoot! in EFL learning are needed.

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Journal of Language Teaching and Research, 11(1), 33-44.

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The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To
assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control
group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors.

The specific research questions were:

Are students who use Codecademy and play “Who Wants To Be A Millionaire?” and “Kahoot!” more engaged in learning Python programming when compared to peers who engage in traditional class activities?

Do students who use Codecademy and play “Who Wants To Be A Millionaire?” and “Kahoot!” develop deeper understandings of Python programming when compared to peers engaged in more traditional instruction?

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Faculty staff composed of three lecturers conducted a quasi-experimental study over two consecutive academic years at the School of Computing and Technology, University of West London.
One-hour theoretical lectures were replaced by three 20-minute cycles of a micro-lecture, a
formative assessment in the form of a Kahoot! game, and a brief discussion.  Every week the instructor created three Kahoot! games based on the topics that were going to be covered in the three micro-lectures of the upcoming class. After a micro-lecture was completed, the instructor launched its related Kahoot! game, which in turn generated a unique game pin for each session.
The lecturers used the same techinque for "who wants to be a millionarire" and " codeacademy"
To ensure that the gamified approach encouraged students’ active participation in the educational process,
formative and summative assessments of student engagement were performed using the following methods
(Jennings and Angelo, 2006):
Observation of student behaviour;
Online survey exploring the effects of gamification in the classroom;
Students’ self-report of activity through focus groups and semi-structured interviews;
Collection of administrative data such as student attendance, late arrivals to class, number of reference
material downloads, completion rate of lab exercises, and academic performance.

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In regards to classroom observation of student behaviour, the majority of the EC students demonstrated engagement during all seminars, lectures, and laboratory sessions.
In a survey students mostly agreed that the classroom
games made learning fun and would like to see them introduced to other modules as well. Students were also
generally motivated to attend classes and arrive on time, a finding that was also supported by the administrative data collected at the end of the course. Most students communicated with their peers while playing and believed that performing well in the games increased their self-confidence. Additionally, they were not intimidated by the use of leaderboards and some of them even studied the course material on a weekly basis in order to appear high in the leaderboard rankings.

# data[].attributes.body
The present study explored how the application of gamification in a computer-programming course could
affect the learning experience and the student's motivation, recall ability, and performance. The aforementioned findings suggest that using a multi-dimensional gamified learning approach has successfully achieved the pedagogical goals outlined in the introduction. Based on the concepts of the increasingly popular gamification, game-based learning and serious game movements, it gives teachers and students the opportunity to experience first-hand how game mechanics can be used to make learning fun and addictive.
Coupled with effective pedagogy, games can offer a more effective and less intrusive measurement of learning
than traditional assessments.
Both Kahoot! and WWTBAM serve as an opportunity for instant application of knowledge and reinforcement
of learning outcomes. They allow common programming language misconceptions to be revealed and explored, while also using similar game mechanisms to make students feel good about their accomplishments and overcome their personal records.
More specifically, Kahoot! provides students with the opportunity for self-assessment through a fun and
engaging atmosphere, which allows them to master new programming concepts relatively quickly. It is a great
tool for learning terminology and can be also used to introduce a topic, as it can help instructors discover what
the students already know and where they should focus their instruction on. Additionally, the findings are
comparable to those from other studies which show that the use of CRS increases students’ attendance, attentiveness, enthusiasm, confidence, and in-class participation (Duncan, 2005; Suchman et al, 2006; Bullock et al. 2003; Roschelle et al., 2004; Wit, 2003). WWTBAM, requires students to compare and discuss their answers with their teammates in order to come to a consensus regarding the answer, thus improving communication efficiency and honing important employability skills such as problem-solving, critical thinking,
and collaboration. In both games, students not only reported more enjoyment in their class but also stated that confidence in their own learning had grown, while instructors noticed an increase in their own ability to respond to students’ misconceptions.

# data[].attributes.body
Whilst the results are encouraging, the authors acknowledge that the limited nature of this study does not
preclude the possibility that the improvements in student engagement are simply the result the short-term
“novelty” factors generally associated with the introduction of new technology and learning techniques.
Further study is needed to assess whether the increased student engagement suggested by these methods is
sustainable and applicable to other subjects.

# data[].attributes.body
Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983-995.

# data[].attributes.attachment_link.readable_text
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Interactive Learning Environments

ISSN: 1049-4820 (Print) 1744-5191 (Online) Journal homepage: tandfonline/loi/nile

Clickers in the flipped classroom: bring your own

device (BYOD) to promote student learning

Hsiu-Ting Hung

To cite this article: Hsiu-Ting Hung (2017) Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning, Interactive Learning Environments, 25:8, 983-995, DOI: 10.1080/10494820.

To link to this article: doi/10.1080/10494820.2016.

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Clickers in the flipped classroom: bring your own device (BYOD) to

promote student learning

Hsiu-Ting Hung

National Kaohsiung First University of Science and Technology, Kaohsiung,Taiwan

ABSTRACT Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students'flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning.

ARTICLE HISTORY Received 23 March 2016 Accepted 20 September 2016 KEYWORDS Bring your own device; flipped classrooms; clickers; gamification; English language teaching

Introduction

Clickers are known by a variety of names, such as audience response systems, student response systems, personal response systems, interactive response systems, classroom response systems, and electronic voting systems (Kay &amp; LeSage, 2009 ). The so-called system consists of three com- ponents, including aclickeror handheld keypad that allows students to respond to posed questions, areceiverthat collects the students'clicks or responses for data transmission, andsoftwarethat enables the instructor to design questions for soliciting student responses and display the results in a histogram (White, Delaney, Syncox, Akerberg, &amp; Alters, 2011 ). For the sake of simplicity and con- sistency, the term"clickers"is used in this work to refer to the entire"system." Clickers have been commercially available since 1992, and the benefits of their use have been widely acclaimed in secondary and postsecondary education since 2003 (Abrahamson, 2006 ). However, the economic investment required for the integration of such technology in classrooms may deter many potential users. Kenwright ( 2009 ) noted that a few years ago, the approximate cost was $30 for each clicker, $100 for a receiver, and up to several thousand US dollars for the related clicker software. Although there has seen a significant evolution of clicker technology from infrared (IR) to radio frequency (RF) and to wireless/WiFi systems, along with falling prices over the

© 2016 Informa UK Limited, trading as Taylor &amp; Francis Group

CONTACTHsiu-Ting Hung hhung@nkfust.edu National Kaohsiung First University of Science and Technology, 1, University Road, Yanchao District, Kaohsiung 824, Taiwan

INTERACTIVE LEARNING ENVIRONMENTS, 2017 VOL. 25, NO. 8, 983- 995 doi/10.1080/10494820.2016.

Sese, 2013 ; Poole, 2012 ). In terms of attitudinal learning outcomes, research findings indicate that stu- dents are motivated and enjoy learning with clickers (e. Holland, Schwartz-Shea, &amp; Yim, 2013 ; Laxman, 2011 ). The behavioral outcomes associated with clicker use also show that students are more likely to attend classes and put more effort in classroom participation (e. Oigara &amp; Keengwe, 2013 ; Termos, 2013 ). Overall, similar results are found by recent literature reviews on the utility of clickers in education (e. Chien, Chang, &amp; Chang, 2016 ; Han, 2014 ; Lantz, 2010 ). These learning benefits, however, are largely reported in traditional lecture rooms, and it is unclear whether such successful use of clickers can be transferred to flipped classrooms, suggesting an important area for future work. Proponents of clickers emphasize that the interactive affordance of the technology can produce a number of learning benefits. Applications of clickers are often postulated to enhance classroom dynamics, particularly in settings where learner-instructor and learner- learner interactions are less frequent. According to Cubric and Jefferies ( 2015 ), the use of clickers has been well documented in subject matters that are conventionally conducted in teacher-cen- tered approaches in large classrooms. However, Cardoso ( 2011 ) drew attention to the lack of research on clicker use in foreign or second language classrooms, favoring a learner-centered communicative approach. He reasoned that"this deficit might be due to the very nature of second language teaching, where classes are considerably smaller, thus allowing higher levels of interaction among students and the teacher"(p. 399). Among the limited studies on clicker use in language education, Agbatogun ( 2014 ) found that students exposed to the condition of communicative language teaching with clickers improved their English communicative compe- tence significantly, as compared to their counterparts in the instructional conditions established using only the communicative approach and lecturing. Cardoso ( 2011 ) examined students'atti- tudes toward learning English with clickers in a communicative context, and found that clicker use was well received as an asset to the language classroom, with increased learner motivation and participation cited as the most prominent benefits. Cutrim Schmid ( 2008 )alsorevealedthe positive perceptions of learners with regard to using clickers in the English language classroom, and enhanced interactivity was reported as the major contribution of this approach to language teaching and learning. Although the apparent benefits of clicker use in language classrooms can be envisaged based on the empirical evidence from other disciplines and from the sporadic studies availablein English language teaching, as mentioned above, the field may benefit from additional investi- gations on variant uses of clickers in today's classrooms, which are supported by more recent technologies. One example is mobile technology, which offers new pathways to mobile and ubi- quitous learning in general (Pachler, Bachmair, &amp; Cook, 2009 ), and mobile-assisted language learn- ing in particular (Kukulska-Hulme, 2009 ). Given that clicker-based technologies in the form of mobile applications are recommended as having various advantages over traditional devices (Stowell, 2015 ;Sun, 2014 ), such clicker applications in contemporary classrooms warrant further investigation.

Clicker use and gamification

Gamification is the practice of applying game mechanics to non-game conditions as a means to influence human behaviors and enhance their experiences (Werbach &amp; Hunter, 2012 ;Zichermann &amp; Cunningham, 2011 ). Although this concept was originally developed for use in a corporate context, it is being popularized in various other settings, such as marketing (Werbach &amp; Hunter, 2012 ), teaching (Lee &amp; Hammer, 2011 ), and training (Marlow, Salas, Landon, &amp; Presnell, 2016 ). In the educational context, many researchers promote the adoption of gamification tech- niques in the design of instructional activities (e. Kapp, 2012 ; Sykes &amp; Reinhardt, 2012 ), because learning through gamification allows and motivates students to monitor their own learning pro- gress, interact with others in the learning process, and accomplish their learning objectives in an engaging and enjoyable manner. Implementations of gamification techniques are most often

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seen in blended learning courses, and these arecommonly operated via plug-ins of learning management systems or via standalone applications to stimulate student engagement (Dicheva, Dichev, Agre, &amp; Angelova, 2015 ). For example, Dominguez et al. ( 2013 )createda plug-inofane-learningplatformBlackboardto motivate undergraduate students to complete tasks and sharpen their computer skills in a blended learning course. In another study that involved the use of two standalone applications,ClassDojowas implemented to monitor and manage elementary students'in-class participation in a gamified way, andClassBadgeswas employed to provide virtual rewards in the form of badges as a means to acknowledge the cog- nitive development of the students upon completion of the course (da Rocha Seixas, Gomes, &amp; de Melo Filho, 2016 ). Incorporating clickers in classrooms can be viewed as a gamification technique to engage stu- dents in active learning, through fun and interactive ways that are similar to game shows (Beekes, 2006 ; Bruff, 2009 ;Martyn, 2007 ). While earlier models of clickers can be adopted in tandem with game-like activities to gamify the classroom, an emerging generation of game-like clicker appli- cations, exemplified byKahoot!, has been designed to build on the strengths of gamification in learning for use with a BYOD model. As noted by Wang ( 2015 ),Kahoot!is a cross-platform appli- cation that may turn classroom dynamics into a game show in which the teacher becomes the host and the students the contestants. It is this gamification feature that distinguishesKahoot! from other clickers, which in turn may provide added value over non-gamified learning experiences. As a game-like clicker application,Kahoot!enables teachers to gamify classroom dynamics in the spirit of question-and-answer competitions. Wang ( 2015 ) investigated the effectiveness of using Kahoot!as a gamification technique over time, and found no major wear-out effect, indicating the potential of this application to help create sustained motivation among students. Zichermann and Cunningham ( 2011 ) noted that the functioning of gamification is tied to game mechanics, which are the design elements or rule-based affordances of a gamified application that enable various types of user interactions, such as competition and collaboration. A recent review ofresearch on gamification in education shows that the most prominent game mechanics are badges, points, and leaderboards (Dicheva et al., 2015 ). In the case ofKahoot!,two elements or affordances, points and leaderboards, are incorporated in the application design as a means to gamify a target activity (Wang, 2015 ). Points, a basic mechanic of gamification, provide instant and relevant feedback regarding players'task performance in a gamified context. In a study that examined the effects of points on test-takers'mathematics performance, Attali and Arieli-Attali ( 2015 ) found that the point manipulation had a significant effect on the participants'response speed, but not on their response accuracy. It was also observed that the use of points was appealing to the teenage partici- pants. Another game mechanic that is frequently used in a gamified context is the use of leader- boards, a means of feedback by which players track their performance in comparison to that of their peers. Landers, Bauer, and Callan (in press) investigated whether the presence of leaderboards in different goal-setting conditions affected students'performance in a brainstorming task. The results indicated that the students who took part in the leaderboard condition significantly outper- formed those in the other conditions, suggesting a positive effect of leaderboards on task performance. Although still scant, recent research as mentioned above has shown encouraging preliminary find- ings about learning through gamification. However, the effects of gamification on the affective and cognitive aspects of learning are still inconclusive, mainly due to a dearth of research in this area, although some mixed results have also been reported (Dicheva et al., 2015 ). While there are a wide array of gamification techniques that have been developed based on various game mechanics that may affect learning outcomes in applied contexts (Zichermann &amp; Cunningham, 2011 ), more rig- orous empirical studies are needed to inform educators as to whether and how specific game mech- anics function in gamification.

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key vocabulary items of each flipped learning lesson. The questions were designed by the instructor and used to check the students'understanding of the pre-class videos as a form of formative assess- ment in the flipped classroom. In both groups, the question-and-answer activities were held at the beginning of class and lasted for 20-30 minutes. In a typical sequence of the experimental group's clicker-use condition, the instructor first showed a question on screen, and the students then responded using clickers. Next, the instructor would randomly call upon some students and ask them to explain their choices before revealing the correct answer. Finally, the instructor proceeded to present a histogram of student responses with the correct answer shown, and based on such results, the instructor pro- vided additional explanation or immediate feedback to aid students'comprehension. Among the three question-and-answer activities, the students in the experimental group were instructed to provide their clicker responses individually for the first quiz, in a pair for the second quiz, and in a group of three or four for the third quiz. These students were given the freedom to bring in their own devices for clicker participation, using their nicknames or real names based on their preferences. By contrast, the students in the control group experienced identical question-and-answer activities, following the same procedure and grouping format to answer the same comprehension questions about the pre-class videos, except that they were asked to raise their hands when responding to the questions posed by the instructor.

Instruments

In this quasi-experimental study, multiple sources of data were collected to understand the students' flipped learning experiences with (or without) clicker use. These instruments included a summative assessment, a post-intervention survey, and individual interviews. A 25-item summative assessment on a 100-point scale was developed based on the three forma- tive quizzes used in the question-and-answer activities of the study. Although the multiple-choice questions were presented in the same way, the order of questions and answer options was random- ized to reduce a possible learning effect. The students in both groups took the assessment in a paper- based format for approximately 15 minutes two weeks after the completion of the flipped learning lessons. This assessment served as a post-test of the study, and was employed to assess the students' learning and knowledge retention of video content as well as vocabulary. A perception survey was administered following the post-test in order to measure the perceived effects of question-and-answer activities with or without clicker use. This survey (seeAppendix) was adapted from Blasco-Arcas et al. ( 2013 ) and MacGeorge et al. ( 2008 ), with revised wording to better reflect the current research context. A sample question reads:"The question-and-answer activities (with clicker use) facilitated my interaction with the teacher."Both groups took the survey online, and the version used for the control group was modified, with the phrase"with clicker use" deleted from all items. The perception survey consisted of seven items, with each focusing on differ- ent constructs (i. interactivity with the teacher, interactivity with peers, attendance, participation, motivation, attention, and satisfaction), based on a 5-point Likert scale (i. 1 indicates strongly dis- agree and 5 indicates strongly agree). At the end of the study, the students in the clicker-use condition were invited to take part in indi- vidual interviews, and all of them agreed to participate. The interviews were semi-structured in nature and designed to gather the students'opinions about utilizing clickers in the flipped classroom and their preferences with regard to such usage. More specifically, the students were asked to respond to an open-ended question about their acceptance of clicker use in this study, and they were then asked about whether they preferred: (1) the implementation of clickers via BYOD or not, (2) the use of click- ers as a formative or summative assessment, (3) the individual or shared use of clickers, and (4) the use of nicknames or real names in the clicker activity. The interviews were conducted individually in the participating students'native language (i. Mandarin Chinese), and each lasted for 8-15 minutes. These individual interviews were also audio-recorded and then transcribed for later analysis.

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Results

To measure cognitive outcomes, the post-test was used to compare the students'learning and reten- tion of the course material after they completed the flipped learning lessons with the mediation of clickers (experimental group) or without them (control group). An independent samplest-test was performed to determine group differences with 95% confidence intervals. The results showed that the students in the experimental group got a substantially higher average (M= 86; SD = 8) than those in the control group (M= 77; SD = 11), and a significant difference was found between the two groups at the .05 confidence level (t(42) = 2,p= .006), with a large effect size (Cohen'sd=-.866). The perception survey was conducted to understand how both groups perceived their flipped learning experiences, and an independent samplest-test was performed to compare group differ- ences in non-cognitive aspects of learning. The group comparison results are presented inTable 1. The results yielded a significant overall effect of clicker use across all the aspects (t(42) = 6, p&lt; .001) with a very large effect size (Cohen'sd=-1) for the experimental group (M= 4; SD = .315), as opposed to the control group (M= 3; SD = .305). Specifically, the two groups differed significantly in terms of their interactivity with the teacher (item 1), interactivity with peers (item 2), attendance (item 3), participation (item 4), motivation (item 5), attention (item 6), and satisfaction (item 7), with the experimental group giving consistently higher ratings for all the items than the control group. The interviews were used to probe the experimental group's preferred ways of using clickers in the flipped learning environment. The content analysis results showed that every student not only accepted but also appreciated the classroom dynamics afforded by clicker use, as compared to when they had to participate by raising hands in traditional classrooms. They commonly described the classroom dynamics when using clickers as"fun,""interactive,"and"motivating,"which encour- aged them to be more active learners in class. Indeed, the students were unanimous in their support for the use of clickers in future classes. A closer inspection of student preferences indicated that all of the students (N= 22/22, 100%) were in favor of the BYOD implementation model of clickers. It was observed that over 90% of these respondents brought their smartphones for clicker use when given a choice, with the rest opting for laptops or tablets. With regard to assessment type, the majority of the students (N= 17/ 22, 77%) preferred to use clickers for formative assessment in the classroom, as in the case of this instructional intervention, compared to utilizing clickers for summative assessment. When asked about their preferences for accessibility, half of the students (N= 11/22, 50%) preferred to use clickers individually for class participation, while many of them (N= 7/22, 32%) had no specific preference, and some of them (N= 4/22, 18%) favored sharing clickers with peers in a pair or group. Although the students did not hold strong views about the individual or collaborative use of clickers, they thought that sharing clickers in a large group would lose some of the benefits associated with

Table 1 student perceptions of flipped learning with or without clicker use. Experimental group Control group Survey items M SD M SD tp Interactivity with the teacher 4 .796 3 .710 2 .021* Interactivity with peers 4 .429 4 .733 3 .002* Attendance 4 .790 3 .685 2 .011* Participation 4 .477 4 .710 2 .005* Motivation 4 .658 3 .722 3 .002* Attention 4 .596 4 .617 2 .005* Satisfaction 4 .395 4 .653 4 .000** Total 4 .315 3 .305 6 .000** *Significancep&lt; .05. **Significancep&lt; .001.

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instructors as facilitators, echoing the seamless flipped learning model with the mediation of mobile technologies that was proposed by Hwang, Lai, and Wang ( 2015 ). As in the case of this study, through clicker use, the instructor may check students'preparation and comprehension with regard to the lecture or video material before class, in order to provide just-in-time interventions based on the eli- cited responses. This advantage of offering formative feedback persists for clicker use in either tra- ditional classrooms (e. Beatty &amp; Gerace, 2009 ; Ludvigsen, Krumsvik, &amp; Furnes, 2015 ) or flipped classrooms (e. this study), and may benefit students in various subject areas. For language courses in particular, research has shown that utilizing clickers in communicative language teaching is viewed favorably by English language learners, and is associated with satisfying student learning outcomes, such as enhanced learning motivation, increased class participation, and improved com- municative competence (e. Agbatogun, 2014 ; Cardoso, 2011 ; Cutrim Schmid, 2008 ). Correspond- ingly, the present study confirms and further extends the effectiveness of clickers, which has been well established in traditional classrooms and across disciplines (Han, 2014 ), with empirical evidence showing that flipping the language classroom in conjunction with clicker use leads to better student learning than would otherwise be the case. Although the flipped classroom approach has received widespread attention and support in recent years, it is not without its critics (Ash, 2012 ). One pitfall is that when class time is freed up with the teacher being"the guide on the side"to help individual students on a need-to-know basis, the classroom dynamics appear less structured, which may frustrate some students. For example, in a study that compared freshmen's perceptions of learning in flipped and traditional sec- tions of mathematics courses, some students complained that they felt the teacher in the flipped classroom was not actually doing the teaching (Zack, Fuselier, Graham-Squire, Lamb, &amp; O'Hara, 2015 ). In another comparative study, Strayer ( 2012 ) investigated students'perceptions of learning statistics in a flipped or non-flipped approach. The students reported that the flipped learning environment was not structured in a way that met their expectations. This finding led the researcher to suggest that instructors design a less radical flipped classroom. The challenge thus remains as to how best to conduct effective flipped learning lessons. As shown in the current study, integrating clickers into flipped classrooms appears to be a promising solution. It achieves its positive effects by eliciting learner output and allowing instructors to offer immediate formative feedback, in a struc- tured and systematic manner. Researchers have emphasized that, for blended learning to be success- ful, the online and face-to-face portions of the instructional design must be carefully aligned and coherently organized to support students throughout the process (Garrison &amp; Vaughan, 2008 ). This also holds for learning in flipped classrooms (Hung, 2015 ). Taken together, the current study argues that clicker use provides a cogent connection between the out-of-class and in-class com- ponents of flipped learning lessons, and that as this active learning technique unfolds, follow-up mechanisms (e. feedback and discussion) can be used to create deep learning opportunities. The primary contribution of this research is that it proves the feasibility of integrating clickers through a BYOD model in the flipped classroom, and perhaps more importantly, it validates the ben- eficial effects on both student learning and affect. This finding is in contrast to the existing literature, which indicates that the effects of clickers are more pronounced on affective outcomes than cogni- tive ones, and some studies have even reported no significant differences in learning achievement between the use and non-use groups (Hunsu et al., 2016 ). One possible explanation is to attribute the clicker effects observed in this study to the distinct feature of gamification afforded by the tech- nology adopted in this work. Wang ( 2015 ) conducted a quasi-experimental study to examine the effects of the same game-like clicker application. He concluded thatKahoot!afforded gamified inter- actions in the classroom with its competitive nature, having positive impacts on learning. Similar results were found in the present study, in which the students under the gamified clicker condition engaged more and performed better in English language learning than their counterparts. These findings are also in line with previous studies, which showed that gamification provides a promising avenue to boost student learning (Dicheva et al., 2015 ). Much of such research has focused on or identified only the affective influences of gamification, such as promoting students'class attendance,

INTERACTIVE LEARNING ENVIRONMENTS 991

heightening their interest in learning, directing their attention to learning activities, and increasing their interactions with others (e. da Rocha Seixas et al., 2016 ; Hew, Huang, Chu, &amp; Chiu, 2016 ). Encouragingly, the present study provides additional evidence on the students'cognitive develop- ment in coursework when engaging them in a gamified learning environment. Considering this study's positive findings regarding both the cognitive and affective aspects of learning, and with reference to the existing literature, the results of this work may be better explained by the synergistic effect of clicker use with gamification. From a holistic perspective, the success of the instructional intervention used in this study is based on learning through playing withKahoot!via a BYOD model in the flipped classroom. It is, however, beyond the scope of this study to examine the relation- ships among these variables and their specific impacts on learning in the designed environment. Nevertheless, this study is still significant in demonstrating how to facilitate students'active learning in a flipped classroom through a gamified clicker use.

Implications and conclusion

The present study adds another layer of knowledge on the use of clickers via a BYOD model, along with an enactment of gamification in learning. It also uncovers how such a gamified clicker technique affects student learning in flipped classrooms with regard to academic performance, learning percep- tions, and clicker use preferences. Drawing on the findings presented above, some practical sugges- tions for instructors to effectively integrate clickers into their teaching practices for learning with gamification are presented as follows. First, game mechanics are the driving forces of gamification in learning, which function to estab- lish learning dynamics that are entertaining, engaging, and still educational. Interested teachers who are seeking to implement a game-like clicker application similar to the one seen in the present study should pay careful attention to the specific game mechanics behind a target tool. It is important that the game design elements of the tool used for gamification (e. points and leaderboards in this case) must align with learner preferences or match their interests to ensure that the desired learning out- comes are achieved. Second, students learn best if scaffolding and interaction opportunities are available throughout the learning process. Instructors are thus encouraged to use the clicker technique as a stimulus to gauge students'level of understanding in order to provide immediate and adaptive feedback to student responses. In doing so, each clicker question may be treated as a"talking-point"to increase teacher-student interactivity in whole-class instruction, while discussion time during or following the clicker activity may also be allocated to encourage student-student interactivity in small groups. Third, as with any mobile learning technology, constraints in system performance and networking issues via BYOD are common difficulties that teachers may encounter when using clickers on mobile devices in classrooms. In case of any technical problems, it is thus suggested that the gamified clicker technique be adopted as a formative assessment to facilitate student learning, rather than as a sum- mative assessment of learning performance that attaches grades to the students'responses. The integration of clicker technology in flipped classrooms demonstrated in this study was specifi- cally supported by the concept of gamification, implemented via the model of BYOD, and exempli- fied by the tool ofKahoot!for use with a relatively small group of English language learners at a university in Taiwan, which, on the whole, is practically localized in context and thus may be limited in generalizability. Given the contextualized nature of this intervention, the positive findings derived from the present study may not be transferable to broader settings without adequate repli- cation of the research. While this short-term flipped classroom intervention, featuring clicker use, resulted in satisfying outcomes, more longitudinal studies on similar implementations are needed to assess the sustainability and long-term effects of such teaching innovation. In a similar vein, the positive results of this study may reflect a novelty effect, associated with the use of new activities (i. flipped learning) and unique technology (i.e!). Since it is reasonable to predict that such novelty will wear off as the students become familiar with or accustomed to the teaching

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Appendix: The Perception Survey

1. The question-and-answer activities (with clicker use) facilitated my interaction with the teacher.

2. The question-and-answer activities (with clicker use) gave me the opportunity to discuss things with peers.

3. The question-and-answer activities (with clicker use) increased my likelihood of attending class.

4. The question-and-answer activities (with clicker use) encouraged me to participate in class more than I would otherwise.

5. The question-and-answer activities (with clicker use) motivated me to learn in this course.

6. The question-and-answer activities (with clicker use) made me more attentive during class activities.

7. The question-and-answer activities (with clicker use) provided me with a satisfying learning experience.

INTERACTIVE LEARNING ENVIRONMENTS 995

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2016-Clickers in the flipped classroom bring your own device BYOD to promote student learning - StuDocu

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Full Terms & Conditions of access and use can be found at tandfonline/action/journalInformation?journalCode=nile ISSN: 1049-4820 (Print) 1744-5191 (Online) Journal homepage: tandfonline/loi/nile Hsiu-Ting Hung To cite this article: Hsiu-Ting Hung (2017) Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning, Interactive Learning Environments, 25:8, 983-995, DOI: 10.1080/10494820.

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Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data was gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to comparethe students’ flipped learning experiences, with or without clicker use.The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it ispossible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning

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The participants in this study included 44 English majors at a medium-sized university in Taiwan.  A total of three flipped learning lessons were created for the study, in which Kahoot! was adopted as the clicker technology in three question-and-answer activities in each of the lessons to enhance students’ flipped learning experience. This clicker tool was chosen for three main reasons. First, Kahoot! is readily accessible by students’personal Internet-enabled devices, and thus allows for a cost-effec-tive BYOD model of clicker implementation in classrooms, compared to the use of traditional clickers. Second, Kahoot! contains several design features to gamify learning activities, such as points, leader-boards, time limits, sound effects, and nicknames (see also Mu & Paparas, 2015, for a description of the practical utilization of this tool). Third, Kahoot! has been empirically tested with positive preliminary results, although it is a relatively new clicker application that was only formally released in 2012.
Three Kahoot! quizzes were created in accordance with the three flipped learning lessons for this study, and the students were directed to bring their own devices to access and complete the Kahoot! quizzes in each ofthe question-and-answer activities. The students’performance in the Kahoot! quizzes were not graded, but used as a formative assessment for the students to practice what they had learned in a gamified knowledge competition.

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The primary contribution of this research is that it proves the feasibility of integrating clickers through a BYOD model in the flipped classroom, and perhaps more importantly, it validates the beneficial effects on both student learning and affect. This finding is in contrast to the existing literature, which indicates that the effects of clickers are more pronounced on affective outcomes than cognitive ones, and some studies have even reported no significant differences in learning achievement between the use and non-use groups (Hunsu et al., 2016). One possible explanation is to attribute the clicker effects observed in this study to the distinct feature of gamification afforded by the technology adopted in this work. Wang (2015) conducted a quasi-experimental study to examine the effects of the same game-like clicker application. He concluded that Kahoot! afforded gamified interactions in the classroom with its competitive nature, having positive impacts on learning. Similar results were found in the present study, in which the students under the gamified clicker condition engaged more and performed better in English language learning than their counterparts. These findings are also in line with previous studies, which showed that gamification provides a promising avenue to boost student learning (Dicheva et al., 2015). Much of such research has focused on or identified only the affective influences of gamification, such as promoting students’class attendance, heightening their interest in learning, directing their attention to learning activities, and increasing their interactions with others (e.g. da Rocha Seixas et al., 2016; Hew, Huang, Chu, & Chiu, 2016).Encouragingly, the present study provides additional evidence on the students’ cognitive development in coursework when engaging them in a gamified learning environment. Considering this study’s positive findings regarding both the cognitive and affective aspects of learning, and with reference to the existing literature, the results of this work may be better explained by the synergistic effect of clicker use with gamification. From a holistic perspective, the success of the instructionalintervention used in this study is based on learning through playing with Kahoot! via a BYOD model in the flipped classroom. It is, however, beyond the scope of this study to examine the relationships among these variables and their specific impacts on learning in the designed environment. Nevertheless, this study is still significant in demonstrating how to facilitate students’ active learning in a flipped classroom through a gamified clicker use.

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Game mechanics are the driving forces of gamification in learning, which function to establish learning dynamics that are entertaining, engaging, and still educational. Interested teachers who are seeking to implement a game like clicker application similar to the one seen in the present study should pay careful attention to the specific game mechanics behind a target tool. It is important that the game design elements of the tool used for gamification (e.g. points and leaderboards in this case)must align with learner preferences or match their interests to ensure that the desired learning out-comes are achieved. Second, students learn best if scaffolding and interaction opportunities are available throughoutthe learning process. Instructors are thus encouraged to use the clicker technique as a stimulus to gauge students’level of understanding in order to provide immediate and adaptive feedback to student responses. In doing so, each clicker question may be treated as a “talking-point” to increase teacher student interactivity in whole-class instruction, while discussion time during or following the clicker activity may also be allocated to encourage student–student interactivity in small groups.Third, as with any mobile learning technology, constraints in system performance and networking issues via BYOD are common difficulties that teachers may encounter when using clickers on mobile devices in classrooms. In case of any technical problems, it is thus suggested that the gamified clicker technique be adopted as a formative assessment to facilitate student learning, rather than as a sum-mative assessment of learning performance that attaches grades to the students’ responses.

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Integrating technology in the classroom has increased in the last few years.  Previous studies on the interactive response system  (IRS) have generally been in the mind of instructors of languages to facilitate the teaching and learning process.  The purpose of the present study was therefore to explore the use of the online platform Kahoot! As a tool for teaching and learning vocabulary in an English Class.  A quasi-experimental design process was developed over a period of time to see how helpful this tool was in the learning vocabulary process in English Language classrooms. The results support previous studies which found that using IRS improved learners’ engagement and interaction.  They also provide further evidence that the use of Kahoot! Increased motivation and improved acquisition of vocabulary for later exams. The results of the students’ satisfaction survey indicated that students enjoyed playing Kahoot! And found it easy to use.  It is necessary to use classroom technology in language classrooms to improve learning, and gamification is one of the latest approaches used in language classes.  Kahoot! is a platform that can be used also for informal assessment.

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The  experiment was  held  during  the  term  March  2017 –August  2017  at  Universidad Técnicade Ambato during  10  weeks. Starting  on  April 17th and ending  in  June  15th. There  were  two  groups  which  were  called  Experiment  groups  (EG);  each  one  with  35 students. And there was an extra group with the same number of students (35) which was called the control group (CG). They all were undergraduate students from different Faculties and careers and  the  level  of English  was  Pre-intermediate (B1 corresponding  to  the European Common Framework). Students’ ages varied between 20 to  22 years old. There were 22 malesand 48 females in the EG. They were from different social groups (low to intermediate social economical class). In the CG there were 12 malesand 23 females. The EG students were asked before the experience if they had their own mobile phone with internet access. 100 % of them had their own mobile phone, not sophisticated but at least with wireless connection, which was very helpful for the experiment.  The teacher conducted the course implementing the platform Kahoot! with a ten-question game at the end of each unit as a review vocabulary on the EGs. (Each student’s book unit was checked and covered in one week approximately). There was a pre-test at the end of the fifth week and a final test at the end of the tenth week. The intervention students were also asked to write a weekly self-assessment diary in order to have qualitative data, and to note down their learning reflections on the course. Both qualitative and quantitative data  were  collected.  In  order  to  explore  how  much  they  liked  the  use  of  the  platform Kahoot!,  a Likertsurvey  was  given  at  the  conclusion  of  the  experiment  phase.  Results were analysed and calculated percentages.

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The tool Kahoot! Adopted for the present study is a cloud-based IRS, developed by the team Kahoot! AS,  from  the  Norwegian  University  of  Technology  and  Science. The purpose  of using this tool  was to  investigate the effectiveness  of the  online  Kahoot! in vocabulary  acquisition  when  teaching  English  in  a  language  classroom.  In terms of improving the effectiveness of the tool and according to the pre-test and post-test results, participants increased their mean vocabulary scores during the final test. In terms of satisfaction with Kahoot!, 100 % of the students indicated they found it easy to use; 84 % of them indicated that it kept them on task; in addition, 83 % of the students indicated that they prefer to use technology in the classroom. 90 % of them considered the use of Kahoot! was not a distraction. 95 % of the students in the survey enjoyed the game in class. Finally 74% of the surveyed students agreed with the use of Kahoot! helped them to be prepared for the formal exams.

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Games like Kahoot! are an excellent choice for teaching university students, in any subject, and especially when teaching and practicing vocabulary in a language class.  Students are eager to use their mobile phones or tablets and implement technology in the classroom.  These eLearning tools provide a positive environment in the classroom, increase energy and add fun. Motivation is one extra element that has to be considered because students demonstrate friendly competition and cooperative learning (Malamed, 2012).  This study was encouraging as it shows the positive effect of playing Kahoot! improves motivation and the students’ satisfaction is positive. Further studies are recommended to be conducted for different skills that language needs to be developed.

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The results of this study may have been different if there was not a wireless connectivity.  Another  limitation  for  the  present  study  was  the  limited  time  in  class  because  the institution hurries up with the covering of the student’s book.

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Wichadee, S., & Pattanapichet, F. (2018).

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Wichadee, S., & Pattanapichet, F. (2018).

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Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77-92.