Year: 2017
Type: article
Abstract: Technology is being increasingly integrated as a part of teaching in view of enhancing students’ engagement and motivation. Game-based student response systems in particular can motivate engagement, and ultimately, improve students’ learning experience. In this paper we report on the outcomes of employing a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. In order to examine the efficacy of the system in engaging students during lectures, we conducted semi-structured interviews with students to learn about the extent to which Kahoot! contributed to better engagement and enhanced learning experience. We also explored students’ views about Kahoot!’s influence on classroom dynamics, motivation and the learning process. Overall findings reveal that the deployment of Kahoot! enriches the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. We also learned that the use of games in the classroom can largely minimise distracting classroom behaviours and activities, and improve the quality of teaching and learning beyond what is provided in conventional classrooms (e.g., normal PowerPoint slides and chalk and talk).
Institution: University of Otago
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Otago
OpenAlex ID: W7217197456