An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment
DOI:
https://doi.org/10.30762/jeels.v7i2.2060Keywords:
Digital Game-based Learning (DGBL), E-Assessment, Gamification, KahootAbstract
This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.
Downloads
References
Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ perceptions of the use of computer assisted language learning to develop children’s reading skills in English as a second language in the United Arab Emirates. Early Childhood Education Journal, 42(1), 29–37. https://doi.org/10.1007/s10643-012-0552-7
Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2018). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University - Computer and Information Sciences, 30(2), 279–289. https://doi.org/10.1016/j.jksuci.2016.12.001
Alsswey, A., & Al-Samarraie, H. (2019). M-learning adoption in the Arab gulf countries: A systematic review of factors and challenges. Education and Information Technologies, 24(5), 3163–3176. https://doi.org/10.1007/s10639-019-09923-1
Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2014). Using Socrative and Smartphones for the support of collaborative learning. International Journal on Integrating Technology in Education (IJITE), 3(4), 17–24. https://doi.org/10.5121/ijite.2014.3402
Azar, A. S., & Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of Mobile Assisted Language Learning (MALL) in L2 listening comprehension. In K. Sadeghi, S. Modirkhameneh, & P. Alavinia (Eds.), Proceedings of the International Conference on Current Trends in ELT (Vol. 98, pp. 1836–1843). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2014.03.613
Bahar, M., & Asil, M. (2018). Attitude towards e-assessment: Influence of gender, computer usage and level of education. Open Learning, 33(3), 221–237. https://doi.org/10.1080/02680513.2018.1503529
Baptista, G., & Oliveira, T. (2019). Gamification and serious games: A literature meta-analysis and integrative model. Computers in Human Behavior, 92, 306–315. https://doi.org/10.1016/j.chb.2018.11.030
Batsila, M., & Tsihouridis, C. (2018). “Let’s go… Kahooting†– Teachers’ views on C.R.S. for teaching purposes. In M. E. Auer, D. Guralnick, & I. Slmonks (Eds.), Teaching and Learning in a Digital World. The 20th International Conference on Interactive Collaborative Learning 2017 (pp. 563–571). Springer International Publishing. https://doi.org/10.1007/978-3-319-73210-7
Bawa, P. (2018). Using Kahoot to inspire. Journal of Educational Technology Systems, 47(3), 1–18. https://doi.org/10.1177/0047239518804173
Bidin, S., & Ziden, A. A. (2013). Adoption and application of mobile learning in the education industry. Procedia - Social and Behavioral Sciences, 90, 720–729. https://doi.org/10.1016/j.sbspro.2013.07.145
Bolliger, D. U., Mills, D., White, J., & Kohyama, M. (2015). Japanese students’ perceptions of digital game use for English-language learning in higher education. Journal of Educational Computing, 0(0), 1–25. https://doi.org/10.1177/0735633115600806
Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2019.1623267
Brigham, T. J. (2015). An Introduction to gamification: Adding game elements for engagement. Medical Reference Services Quarterly, 34(4), 471–480. https://doi.org/10.1080/02763869.2015.1082385
Brophy, K. (2015). Gamification and mobile teaching and learning. In Y. (Aimee) Zhang (Ed.), Handbook of Mobile Teaching and Learning (pp. 91–105). Springer-Verlag Berlin Heidelberg. https://doi.org/10.1007/978-3-642-54146-9
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263
Burner, T. (2015). Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research, 60(6), 1–23. https://doi.org/10.1080/00313831.2015.1066430
Cadima, J., Leal, T., & Burchinal, M. (2010). The quality of teacher-student interactions: Associations with first graders’ academic and behavioral outcomes. Journal of School Psychology, 48(6), 457–482. https://doi.org/10.1016/j.jsp.2010.09.001
Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468–483. https://doi.org/10.1080/09588221.2012.692385
Chen, K. T. (2016). Examining EFL instructors’ and students’ perceptions and acceptance toward M-learning in higher education. Universal Access in the Information Society, 16(4), 967–976. https://doi.org/10.1007/s10209-016-0494-8
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publication, Inc.
Cruaud, C. (2016). The playful frame: gamification in a French-as-a- foreign-language class. Innovation in Language Learning and Teaching, 12(4), 330–343. https://doi.org/10.1080/17501229.2016.1213268
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2019.1648298
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.†In A. Lugmayr, H. Franssila, C. Safran, & I. Hammouda (Eds.), MindTrek ’11: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). The Association for Computing Machinery, Inc. https://doi.org/10.1016/s0022-5347(11)60242-5
Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1–11. https://doi.org/10.1016/j.chb.2018.09.022
DomÃnguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & MartÃnez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. (2nd ed.). Routledge.
Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: a mixed methods study. Computer Assisted Language Learning, 30(8), 787–815. https://doi.org/10.1080/09588221.2017.1363056
Ebrahimzadeh, M., & Alavi, S. (2017). The effect of digital video games on EFL students’ language learning motivation. Teaching English with Technology, 17(2), 87–112. http://www.tewtjournal.org
Esteves, M., Pereira, A., Veiga, N., Vasco, R., & Veiga, A. (2017). The use of new learning technologies in higher education classroom: a case study. In M. E. Auer, D. Guralnick, & I. Simonics (Eds.), Teaching and Learning in a Digital World, International Conference on Interactive Collaborative Learning (Vol. 1, pp. 499–506). Springer, Cham. https://doi.org/10.1007/978-3-319-73210-7
Fraenkel, J. R., Wallen, Norman, E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw Hill.
French, A. M., Guo, C. J., & Shim, J. P. (2014). Current status, issues, and future of bring your own device (BYOD). Communications of the Association for Information Systems, 35, 191–197. https://doi.org/10.17705/1cais.03510
Gani, A. F. A., Hassim, A. R. A., & Mohandas, E. S. (2016). Students’ perceptions of new web 2.0 tools’ usage in classroom instruction. In J. E. Luaran, A. S. Anaelka., & N. A. Alias (Eds.), Envisioning the Future of Online Learning (pp. 247–257). Springer, Singapore. https://doi.org/10.1007/978-981-10-0954-9
Golshan, N., & Tafazoli, D. (2014). Technology-enhanced language learning tools in Iranian EFL context: Frequencies, attitudes and challenges. In L. Ulvydienė & A. Rahimi (Eds.), Global Conference on Linguistics and Foreign Language Teaching (LINELT 2013) (Vol. 136, pp. 114–118). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2014.05.299
Guardia, J. J., Del Olmo, J. L., Roa, I., & Berlanga, V. (2019). Innovation in the teaching-learning process: The case of Kahoot! On the Horizon, 27(1), 35–45. https://doi.org/10.1108/OTH-11-2018-0035
Halloluwa, T., Vyas, D., Usoof, H., & Hewagamage, K. P. (2018). Gamification for development: a case of collaborative learning in Sri Lankan primary schools. Personal and Ubiquitous Computing, 22(2), 391–407. https://doi.org/10.1007/s00779-017-1073-6
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2019). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2019.1588745
Henry, A., & Thorsen, C. (2018). Teacher–student relationships and L2 motivation. Modern Language Journal, 102(1), 218–241. https://doi.org/10.1111/modl.12446
Hou, Y. (2018). Integration of Kahoot into EFL classroom. In C. Stephanidis (Ed.), 20th International Conference - HCI International 2018 (Issue 2016, pp. 404–409). Springer International Publishing. https://doi.org/10.1007/978-3-319-92285-0
Hsu, K.-C. (2016). Social gamification in multimedia instruction: Assessing the effects of animation, reward strategies, and social interactions on learners motivation and academic performance in online settings [University of Kansas, USA]. http://hdl.handle.net/1808/22031
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485
Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1–21. https://doi.org/10.1080/10494820.2018.1495653
Hughes, E. S., Bradford, J., & Likens, C. (2018). Facilitating collaboration, communication, and critical thinking skills in physical therapy education through technology-enhanced instruction: A case study. TechTrends, 62(3), 296–302. https://doi.org/10.1007/s11528-018-0259-8
Ismail, M. A., Ahmad, A., Mohammad, J. A., Fakri, N. M. R. M., Nor, M. Z. M., & Pa, M. N. M. (2019). Using Kahoot! as a formative assessment tool in medical education: A phenomenological study. BMC Medical Education, 19, 1–8. https://doi.org/10.1186/s12909-019-1658-z
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
Karagiorgas, D. N., & Niemann, S. (2017). Gamification and game-based learning. Journal of Educational Technology, 45(4), 499–519. https://doi.org/10.1177/0047239516665105
Khairil, L. F., & Mokshein, S. E. (2018). 21 st century assessment : Online assessment. International Journal of Academic Research in Business & Social Sciences, 8(1), 659–672. https://doi.org/10.6007/IJARBSS/v8-i1/3838
Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamification in learning and education: Enjoy learning like gaming (D. Ifenthaler, S. J. Warren, & D. Eseryel (eds.)). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-47283-6
Kocadere, S. A., & Çağlar, Ş. (2015). The design and implementation of a gamified assessment. Journal of E-Learning and Knowledge Society, 11(3), 85–99. https://doi.org/10.20368/1971-8829/1070
Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? Internet and Higher Education, 15, 247–254. https://doi.org/10.1016/j.iheduc.2011.12.002
Lauermann, V., & Barbosa, D. N. F. (2018). Digital technologies applied to textual reading and understanding in English: A practical approach using Kahoot. In L. Uden, D. Liberona, & J. Ristvej (Eds.), 7th International Workshop, Learning Technology for Education Challenges (LTEC) (pp. 70–79). Springer, Cham. https://doi.org/10.1007/978-3-319-95522-3
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learinng, 13(9), 1–23. https://doi.org/10.1186/s41039-018-0078-8
Lister, M. C. (2019). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 57(1), 1–13. https://doi.org/10.2458/azu_itet_v3i2_Lister
Manfreda, K. L., & Vehovar, V. (2008). Internet survey. In E. D. de Leeuw, J. J. Hox, & D. A. Dillman (Eds.), International Handbook of Survey Methodology (pp. 264–284). Lawrence Erlbaum Associates, Taylor & Francis Group.
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers and Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021
Martins, E. R., Geraldes, W. B., Afonseca, U. R., & Gouveia, L. M. B. (2019). Using Kahoot as a learning tool. In I. Ramos, R. Quaresma, P. Silva, & T. Oliveira (Eds.), Information Systems for Industry 4.0. Lecture Notes in Information Systems and Organisation (pp. 161–169). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-14850-8_11
Millis, K., Forsyth, C., Wallace, P., Graesser, A. C., & Timmins, G. (2017). The impact of game-like features on learning from an intelligent tutoring system. Technology, Knowledge and Learning, 22(1), 1–22. https://doi.org/10.1007/s10758-016-9289-5
Nawahdah, M. I. (2018). Gamifying the teaching and learning process in an advanced computer programming course. In H. Egi, T. Yuizono, N. Baloian, T. Yoshino, & S. Ichimura (Eds.), 10th International Conference on CollabTech 2018: Collaboration Technologies and Social Computing (Vol. 1, pp. 89–95). Springer International Publishing. https://doi.org/10.1007/978-3-319-98743-9_7
Orosz, G., Farkas, D., & Roland-Lévy, C. (2013). Are competition and extrinsic motivation reliable predictors of academic cheating? Frontiers in Psychology, 4, 1–16. https://doi.org/10.3389/fpsyg.2013.00087
Özdener, N., & Demirci, F. (2018). Determining students’ views about an educational game‑based mobile application supported with sensors. Technology, Knowledge and Learning, 24(1), 143–159. https://doi.org/10.1007/s10758-018-9368-x
Pede, J. (2017). The effects of the online game Kahoot on science vocabulary acquisition [Rowan University]. In ProQuest Dissertations and Theses. http://rdw.rowan.edu/etd/2405
Pennings, H. J. M., Brekelmans, M., Sadler, P., Claessens, L. C. A., van der Want, A. C., & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction, 55, 41–57. https://doi.org/10.1016/j.learninstruc.2017.09.005
Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2(2), 151–158. https://doi.org/10.1177/2379298116689783
Prensky, M. (2001a). Digital native and digital immigrant part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Prensky, M. (2001b). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, 9(6), 1–6. https://doi.org/10.1093/ae/59.4.194
Rachels, J. R., & Rockinson-szapkiw, A. J. (2017). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 8221(October). https://doi.org/10.1080/09588221.2017.1382536
Rajab, A., Far, H. R., & Etemadzadeh, A. (2012). The relationship between L2 motivational self-system and L2 learning among TESL students in Iran. Procedia - Social and Behavioral Sciences, 66, 419–424. https://doi.org/10.1016/j.sbspro.2012.11.285
Riazi, A. M., & Candlin, C. N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language Teaching, 47(2), 135–173. https://doi.org/10.1017/S0261444813000505
Snow, E. L., Allen, L. K., Jackson, G. T., & McNamara, D. S. (2015). Spendency: Students’ propensity to use system currency. International Journal of Artificial Intelligence in Education, 25(3), 407–427. https://doi.org/10.1007/s40593-015-0044-1
Stödberg, U. (2012). A research review of e-assessment. Assessment and Evaluation in Higher Education, 37(5), 591–604. https://doi.org/10.1080/02602938.2011.557496
Stoyanova, M., Tuparova, D., & Samardzhiev, K. (2018). Impact of motivation, gamification and learning style on students’ interest in Maths classes – A Study in 11 high school grade. In M. E. Auer & T. Tsiatsos (Eds.), International Conference on Interactive Collaborative Learning 2017: “Teaching and Learning in a Digital World†(Vol. 1, pp. 133–142). Springer, Cham. https://doi.org/10.1007/978-3-319-73204-6_17
Suherdi, D. (2019). Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class. Indonesian Journal of Applied Linguistics, 9(1), 67–75. https://doi.org/10.17509/ijal.v9i1.16418
Tan, C., & Liu, M. (2016). Using ICT in teaching the Chinese language: Practices and reflections from Singapore. In K. Soh (Ed.), Teaching Chinese Language in Singapore: Retrospect and Challenges (pp. 45–65). Springer, Singapore. https://doi.org/10.1007/978-981-10-0123-9_10
Tan, P. J. B. (2015). English e-learning in the virtual classroom and the factors that influence ESL (English as a Second Language): Taiwanese citizens’ acceptance and use of the Modular Object-Oriented Dynamic Learning Environment. Social Science Information, 54(2), 211–228. https://doi.org/10.1177/0539018414566670
Toda, A. M., Valle, P. H. D., & Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In A. I. Cristea, I. I. Bittencourt, & F. Lima (Eds.), HEFA 2017: Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions (Vol. 1, pp. 143–156). Springer International Publishing. https://doi.org/10.1007/978-3-319-97934-2
Viberg, O., & Grönlund, Å. (2013). Cross-cultural analysis of users’ attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China. Computers and Education, 69, 169–180. https://doi.org/10.1016/j.compedu.2013.07.014
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers and Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149, 1–22. https://doi.org/10.1016/j.compedu.2020.103818
Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language, 3(1), 101–107.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001
Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128–136. https://doi.org/10.1016/j.tate.2014.10.002
Yıldırım, İ., & Şen, S. (2019). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2019.1636089
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
