Use of the game-based learning platform KAHOOT! to facilitate learner engagement in animal science students
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Other Title
Authors
Cameron, Kristie
Bizo, L.A.
Bizo, L.A.
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2019-05-15
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
animal science students
animal health and welfare education
educational technology
gamification
game-based learning
KAHOOTI! ( (Collaborative learning platform)
student engagement
assessment
animal health and welfare education
educational technology
gamification
game-based learning
KAHOOTI! ( (Collaborative learning platform)
student engagement
assessment
ANZSRC Field of Research Code (2020)
Citation
Cameron, KE., & Bizo, LA. (2019). Use of the game-based learning platform KAHOOT! to facilitate learner engagement in Animal Science students. Research in Learning Technology, 27, 1-14. doi:doi.org/10.25304/rlt.v27.2225
Abstract
Gamification of instructional activities is a useful approach that educators can use to promote more effective learning environments by increasing problem-solving, critical thinking and competence in the classroom. ‘KAHOOT!’ is an online multi-player real-time quiz game that allows students to measure learning in an engaging, immediate and entertaining manner. Lecturers can measure how well students absorb information and tailor their teaching to the next step or re-teach a concept after poor uptake by students. Seventy-two students participated in a 20-question survey about their experiences with ‘KAHOOT!’. Engagement scores were correlated with assessment grades to measure if ‘KAHOOT!’ affected student learning and achievement. The survey was deemed statistically sound in reliability and validity testing, and a principal components analysis (PCA) revealed that the attributes were strongly linked. There was no relationship between engagement score and assessment grade, indicating that ‘KAHOOT’!’ did not directly increase achievement. However, assessment of individual responses identified that students found it to be a positive social learning technology as it provided a fun, competitive and immersive end to a class.
The benefits of fostering engagement, enjoyment and immersion within adult learning are especially important for maintaining a level of achievement within education to ensure that students are better equipped to deal with challenges and can turn a potential failure into an opportunity to improve their scholarship. The challenge provided by this study is to identify now how to measure the value of ‘fun’ activities in the tertiary classroom as a reinforcer for engagement, participation and learning.
Publisher
Taylor & Francis Open for Association for Learning Technology (ALT)
Permanent link
Link to ePress publication
DOI
http://dx.doi.org/10.25304/rlt.v27.2225
Copyright holder
© 2019 K.E. Cameron and L.A. Bizo
Copyright notice
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.