Tìm hiểu nhận thức của sinh viên về việc sử dụng Kahoot để thöc đẩy sự hứng thú và tương tác
Kỷ yếu điện tử Hội thảo Quốc gia Nghiên cứu liên ngành về ngôn ngữ và giảng dạy ngôn ngữ
lần thứ VI
INVESTIGATING STUDENTS‟ PERCEPTION OF KAHOOT IN
IMPROVING THEIR ENGAGEMENT AND COLLABORATION
Nguyen Thi Thang
Electric Power University
Abstract
In the past few years, there has been rising trend among higher institutions of applying
instructional games which are gaining increasing acceptance in the classroom. However,
the use of these tools is often limited due to lack of time, insufficient experience, or
doubts regarding the scholarly merits of such activities. Kahoot! is a popular eLearning
tool that can easily be used to add vitality, student engagement, and meta-cognitive
supports to higher education classrooms with limited instructor or student training
required. The present study incorporates Kahoot- a descendant of ―Personal Response
Systems‖ (PRSs) - in a case study with freshmen in Electric Power University. The main
goal of this empirical study is to find out perceived effect of students on how Kahoot
would possibly enhance their learning experience as well as their engagement and
collaboration in class. The research reveals that students are generally positive about its
use and prefer courses that use the technology over those that do not.
Keywords
Kahoot! E-Learning, game-based learning, student engagement, student collaboration,
learning experience
1. Introduction
In the process of language teaching and learning, activities like game-based ones have been
proved to be an essential part in enhancing student engagement. Traditional games that
involve paper and pens, and later on, Power Point Slides have been utilized for years in the
classroom. In Vietnam, Wi-Fi and Internet connection have been widespread across
universities and schools nationwide since 2006. The use of computers in college classroom
has become so commonplace in megacities such as Ha Noi or Ho Chi Minh city, that on most
campuses, a classroom has at least an instructor computer workstation connected to a
projector. Despite the widespread availability of instructional technology, traditional lectures
are still the mainstay of college teaching, and even when the computer is used, more often
than not a PowerPoint presentation has replaced the chalkboard and overhead transparencies
in method of preparation and delivery but not in essence of form or content.
Kahoot! is a game-based student response system (GSRS) where the classroom is temporarily
transformed into a game show where the teacher is the game show host, and the students are
the contenders (Wang, 2015). The platform is a result of the Lecture Quiz research project
initiated at the Norwegian University of Science and Technology in 2006, where multiple
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prototypes were developed and evaluated through experiments over several years (Wang,
Øfsdal, & Mørch-Storstein, 2007).
Kahoot has been well recommended for large-size class, in which student-student and student-
teacher interactivity are difficult to stimulate. Having been utilized in a variety of subjects,
from science to social studies, Kahoot has also exerted positive impact in language teaching
and learning. Several literature reviews claimed its benefits and positive effects on student
learning, such as providing immediate feedback, increasing participation in class, and
improving retention of the focal material (Hunsu, Adesope, & Bayly, 2016).
Kahoot! Description: Nuts and Bolts
student response platform resembling the popular trivia game Quizzo. Kahoot! is reminiscent
of previous clicker technology with the exception that it is free and easy to learn and use.
Educators use Kahoot! to create game-based quizzes, discussions, and surveys. To start,
educators can select from millions of free public games and adapt them as necessary, or create
their own. The process is easy and straightforward.
selecting a particular game, and then clicking ―play‖ to open the game. The game‘s home
page displays a game pin at the top of the screen (see Figure 1).
used with smartphones, tablets, or laptop computers. Students can chose one device per
person or select team mode to use one device per team. All they must do once they access the
web address is enter the game pin displayed on the instructor‘s screen. Students do not need
to register for an account or download an application, which can waste time and further
complicate the use of technology. All of this makes the se up time and process easy and
efficient; both important considerations for classroom instructional use.
Generally, we use Kahoot! as a supplemental teaching tool in classes no larger than 30
students, approximately once a week, and for about 15 minutes. Kahoot! can be played by
over 4,000 players at a time; however, the company recommends instructors contact its
support team for advice if they plan to use it with more than 1,000 participants`.
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Figure 1. Sample Kahoot! home page with game pin.
Figure 2. Sample Kahoot! bar graph displaying results for responses.
Once everyone has answered the question, or the time the instructor set for answering the
question expires, the correct answer is displayed on the instructor‘s screen and the aggregate
results shown in bar graph form (see Figure 2). The game keeps track of each student‘s or
team‘s answers, awards points, and ranks players based on speed and accuracy. The top five
leaders are displayed after each question (see Figure 3).
In the context of relatively large-size language classes with free Wi-Fi and well-equipped
classrooms, the researcher has applied this technology during a course of fifteen weeks in two
classes. Several Kahoot sessions have been carried out during the course and at the end, a
survey was delivered to assess the attitudes of students towards the game regarding their
learning experience, their level of engagement and collaboration. Based on the underlying
assumption that enhancing classroom interaction can benefit students‘ language learning and
increase their level of engagement and collaboration, the present study incorporated Kahoot as
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a means to engage students in the classroom and promote active learning. The investigation
was undertaken to examine the sample's attitude towards Kahoot, addressing the following
questions:
1.How do students perceive Kahoot as a tool for enhancing learning experience?
2.How do students perceive Kahoot as a tool for improving engagement in class?
3.How do students perceive Kahoot as a tool for improving class collaboration?
2. Literature Review
In the time of technology-infused education, gamification is no longer a new concept.
It is defined as the use of game elements and game design techniques in a non-game context.
It is used in various contexts for various purposes and at almost all levels of education
(Becker, 2007). In higher education, games have been found to be beneficial for academic
achievement, motivation and classroom dynamics (Sharples, 2000). There is strong evidence
that shows the relationship between game playing and increased motivation. More and more
learning games emerge and bring a promise to help to learn a language. There are certain
game elements that could be used in non-game contexts to trigger effective player
engagement as well as persistence and motivation to win/learn. Furthermore, schools,
workplaces and families can use games and game technologies to enhance learning. The idea
is that when learning through games, students are so engaged and motivated that they are
learning even they are not aware of it (Burguillo, 2010). Therefore, games can be made an
integrated part of a traditional classroom lecture to improve learning, motivation and
engagement (Wang, 2007; Owston, 2009)
Kahoot enhances learning experience
Clark and Mayer (2008) note that the benefits gained from the use of new technologies will
depend on the extent to which they are used in ways compatible with the learning process.
Utilizing Kahoot helps support student metacognition by providing immediate feedback.
Kahoot also offers the opportunity to not only assess students‘ conceptual understandings but
also support the construction of new knowledge and understanding through further
explanation during or after the game. A study in two different business courses carried out by
Plump & LaRosa (2017) addressing students' experience using Kahoot yielded a result of an
88.7% positive response rate. Overall, utilizing Kahoot was a positive experience that imbued
our classes with activity and focus and provided a way for all students, not just the
extroverted students, to participate and contribute to the learning environment.
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Kahoot enhances student engagement
Raymer (2013) reinforces that engagement and learning go hand and that one cannot go
without the other. Perhaps most significantly, the ―gamification‖ of learning increases student
engagement by appealing to all students, combining both a cooperative fast-paced learning
environment and friendly competition (Kapp, 2012). Bergin and Reilly (2005) stated 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). Caldwell later in 2007 asserted that
engaged students have a high level of involvement that lead them to prepare themselves better
for the class, pay more attention, take good notes, think and be able to recall material from
previous lectures.
Kahoot enhances student collaboration
Collaborative learning occurs when students work together in small groups toward a common
goal, creating meaning, exploring a topic or improving skills (Prince, 2004). It increases the
ability to think critically, enhances student involvement, satisfaction, engagement and higher-
order learning, and encourages students to participate in giving the answer, explaining and
justifying their opinion (Lantz, 2010). Stowell & Nelson (2007) further addressed that the
effect of active collaborative learning on student performance is further enhanced when it is
combined with the use of technology. With respect to the technology studied in this paper,
Kahoot enables students to cognitively process questions asked by the teacher and to increase
participation by introducing important changes in the class format because it fosters the
processing of new concepts and the integration with prior knowledge, and encouraging
students to discuss ideas and debate points of view critically (Mayer, 2009). Kahoot facilitates
the development of active learning and students‘ contribution to knowledge creation, so that
students feel that are participating in their own learning.
By stimulating two-way communication during the process of answering questions and in the
discussions about the correct answers, PRSs increase the degree of perceived interactivity in
the classroom both among students (interactivity with peers) and between the students and the
teacher (interactivity with teacher). Interactivity is conceived as a critical element in the
learning process. It stimulates students to participate in the classroom active collaborative
learning (Guthrie & Carlin, 2004; Thalheimer, 2003), and to develop a sustained behavioral
involvement in learning engagement (Carnaghan & Webb, 2007; Kay & LeSage, 2009). The
presence of these two elements is instrumental in enhancing students‘ learning performance.
Only when students actively collaborate in the learning process can the teacher adapt the pace,
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style and topic of the lecture to better fit the students‘needs, identify any misunderstandings
so as to clarify them properly and punctually, and make sure that they have understood all the
materials before continuing with the next learning step.
Theoretical framework
This study is underpinned Reeve Engagement Mode of engagement at four levels.
Engagement is a multidimensional construct. Engagement has four noticeably distinct but
highly reciprocal aspects namely Behavioral engagement, Emotional engagement, Cognitive
engagement and Agentic engagement (O‘Donnell, Reeve, & Smith, 2011). Students‘
involvement in class ranges from attempt, consistency, and pro-social classroom conduct
(Behavioral engagement) to utmost interest and eagerness with low nervousness and fatigue
(Emotional engagement) to convergence, critical thinking, refined learning strategies and self-
regulation (Cognitive engagement) to deliberate steps of agency to develop one‘s
understanding with the learning activity or subject matter (Agentic engagement). In
Behavioral Engagement level, students show on-task attention and concentration, high effort
and high task persistence. As for Emotional Engagement, teachers can witness the presence of
task-facilitating emotions such as interest, curiosity and enthusiasm, as well as the absence of
task-withdrawing emotions such as distress, anxiety, frustration, anger and fear. Cognitive
engagement includes adopting personal learning strategies and/ or seeking conceptual
understandings rather than surface knowledge. Finally, as a relatively recent concept, students
are engaged agentically when they make proactive and constructive contribution into the flow
of learning such as adding related information, offering insights to explain the answer (Reeve,
2012).
3. Research Methodology
3.1. Participants
Participants belong to four classes with a total of 154 second-year students taking part in
English 1 and English 2. The course book is Life-Pre Intermediate, Split Edition A. All the
participants had homogeneous backgrounds in terms of their L1 and L2; Students taking part
in the survey come from all majors like Finance and Banking or Electric Power System,
Telecommunication, Energy Administration etc., they learn English as a foreign language
(EFL) in Vietnam, with 7 to 10 years of L2 study. They share the same syllabus, materials and
roughly similar language proficiency level.
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Although none of the participants had any Kahoot experiences before, 98.6% of students in
four classes possessed a smart phone that could connect to the university Wi-Fi and they are
familiar with interactive technology.
3.2. Research instrument: Online surveys
The instrument used was a Likert-scale based survey, in which students' perceptions about the
use of Kahoot across the course and how the technology affects their class engagement,
collaboration and learning performance. The questionnaire consisted of 20 items that range
from strongly disagree (1) to strongly agree (5). It was designed by the researcher and
delivered to the students via emails or link to Monkey survey at the end of the course for their
evaluations and comments.
At the end of the survey, there were open-ended questions for students to give their opinions
on benefits and drawbacks of Kahoot. They were also welcomed to give other comments
anonymously.
3.3. Procedure and materials
The teacher standardized their course material and lectures to ensure that all classes covered
the same material in an identical way. The lesson plans, delivery methods and approach to
teaching in the classrooms were also coordinated. During the semester, each class was given
five Kahoot sessions, with a variety in questions per session, using personal devices
connected to university Wi-Fi to respond.
The method of instruction used during the sessions with Kahoot was class-wide discussion.
As such, students were clustered in small groups (3-4 people). At the beginning of the
sessions in which Kahoot was used, groups logged into kahoot.it, entered PIN and the teacher
started to show questions. After each question, the teacher required the groups to click on the
correct answer. Once a question started, a timer appeared on the screen. The system allowed a
time limit to be set for responses. According to the nature and difficulty of the questions,
groups of students were given 20-60 seconds to discuss among themselves and answer each
question using their mobile phones. The software recorded each group‘s response. The
number of groups who had responded at any point in time was visible on the screen. When the
time was up, the correct answer was shown; the student responses were displayed as a bar
graph with the distribution of answers (shown as a number). Each group was then encouraged
to explain its answer, ask questions to other groups and discuss the alternative answers.
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The materials used during the test sessions consisted of sets of multiple-choice questions that
checked the students‘ understanding of the material of each unit, vocabulary and grammar
review, as well as case studies.
3.4. Data collection and measures
Of the 154 students enrolled in the course, 119 completed the survey, yielding a response rate
of 77.27%. The data collected from the questionnaires was processed quantitatively and was
presented in tables and charts, while the information from the open-ended questions was
quoted and analyzed qualitatively.
4. Data analyses and Results
Data attained from the questionnaires and open-ended questions was categorized into three
categories, namely learning experiences, engagement, and collaboration. Descriptive statistics
was computed and the Table 1 below shows the findings in detail.
4.1.Kahoot and Learning Experience
Item number LE3: Slow Internet connection reduced my eagerness towards the game. (mean
= 4.30) scored highest among all items and this shows that students are easy to lose
motivation for external impact as Tonic emphasized: "Wifi really needs to be upgraded!" in
the open-ended question. Students overall found the game easy to play and that it was an
effective way for learning. More than a half of the sample (69.3%) approved that their English
knowledge and ability was improved with the use of the game. 71.2% of the students agreed
that Kahoot facilitated learning. However, Item LE1 " Kahoot helps improve English
knowledge/ ability" has lower scoring. The reason was that for students found it hard for
knowledge to stick after the game. Answers for the open-ended question also supported the
argument as Minh Hoang stated: " Time is too short for reading and answering the questions.
And after all I can't remember anything else except having fun with my friends". Time
constraint seemed to be a problem in this game. Another student said that "Some questions are
too difficult so the time pressure makes it difficult for us think and answer". Nguyen Trang,
on the other hand, emphasized on the merits of bringing games into the classroom: "The game
is fun, relaxed and the competition makes it really interesting!". Other students also expressed
excitement in their answer later on. Huong Tran commented: "Absolutely". Ngoc Linh said:
"Thank you very much for bringing Kahoot into classroom".
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4.2.Kahoot and Engagement
Table 1: Constructs, items and confirmatory factor analysis results.
Group
Number
Item
Mean
SD
3.70
1.00
Learning
LE1
LE2
Kahoot helps me improve English
knowledge/ability.
It was easy to use a mobile device to play the game 4.23
Slow Internet connection reduced my eagerness
0.90
LE3
LE4
towards the game.
4.30
0.94
I remember the information/ knowledge
3.82
0.94
better compared to traditional lessons.
LE5
The fact that the game is anonymous (not
use real names) makes me willing to join
more.
4.04
1.01
Engagement
E1
E3
Kahoot is fun
I could focus more during the game than normal
lectures
4.45
4.16
0.68
0.86
E4
I was more positive towards the topic
after playing the game.
4.10
0.88
E5
E6
E7
I liked getting feedback after every
Even though, I may not be familiar with the topics,
I was comfortable to participate.
3.87
4.05
4.15
1.00
0.92
0.94
I wish Kahoot was used in other lecturers.
E8
I will adopt the application for other
lessons and/ or, other purposes (e.g. my
after-school clubs) in the future
4.14
0.87
E9
I often compared my answer to my class
classmates' answer
3.70
3.01
3.94
1.04
1.22
0.89
E10
C1
I spent time explaining the answer to my
team and my class
Collaboration
Kahoot fosters exchange of knowledge,
information and experiences
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C2
C3
Kahoot focuses on team work rather than
individual work
3.69
3.87
0.98
0.90
Kahoot enhances communication with
classmates
C4
C5
Kahoot fosters team spirit
4.02
2.38
0.81
1.26
I often played as an observer, rather than a player
Data from Tables 1 shows that the highest mean value is scored by Item 2: "Kahoot provides
more relaxed classroom atmosphere" (Mean=4.51), followed by Item 1: " Kahoot is fun"
(Mean = 4.45) and the lowest mean value scored by E10, " I spent time explaining the answer
to my team and my class" (Mean=3.01). In general, students' level of emotional engagement
was high during the game, all four items in emotional engagement (Item E1, E2, E4 and E6)
had means higher than 4.00.
Students were also engaged highly behaviorally (Mean = 4.16). The answers in the open-
ended questions supported the data:
Manh Kien exclaimed: "It breaks up serious atmosphere in class. I really like it so much!"
Pham Khoi: 'I like Kahoot because it makes me not too sleepy in the early morning.
Moreover, I can get the news and talk more with my friends. However, there are a lot of
question that I didn‘t understand and many of my right answers depending on luck".
Another student named Thu Hong said "It is a very exciting warm-up activity before studying.
It makes our study less boring".
Do Duy : "Kahoot makes our class more fantastic. I don‘t have enough time to search the
answers on internet so it really helps my brain work effectively.
It is important to note that, among 118 received answer in Item C5: "I usually played as an
observer, rather than a player", there were 30 out of 118 students, comprising 25.4%, said that
they mostly observed the game.
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Chart 1: Item C6: "I often played as an observer, rather than a player."
However, it should be noticed that cognitive engagement was much lower (Item E5, E9 and
E9). Students showed reluctance towards explaining the answers to their peers (Mean=3.01)
and had mixed attitudes towards direct, immediate feedbacks (Mean = 3.81).
Regarding agentic engagement, a more positive trend could be witnessed. 92 out of 119
students said that they might replicate the game in another context.
4.3. Kahoot and Collaboration
The mean value for Item C1-C5 ranged from 3.42 to 3.89. Students show roughly similar
level of agreement on the impact of the game for communication, information exchange and
team work. The data from qualitative result also supported this outcome.
Thu Giang said:" It's so excited and wonderful, I like it. Especially, I can communicate with
my friends. Thus, it makes our study more effectively and provides much information about
many aspects of our life".
Quynh Huong added: "The game is fun and requires good teamwork skills. It is suitable for
all students".
The last question on the preferable frequency of the mobile application shows a result of 80%
of all respondents said that they wanted the game once or twice per week (Chart 2).
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Frequency
fewer, 11%
twice a month,
once a week, 32%
10%
once a week
twice a week
once a month
twice a month
fewer
once a month,
11%
twice a week, 36%
Chart 2: How often do you want to have a Kahoot session?
5. Discussion
The study shows the highest rate of class engagement. In this study, students are considered
highly engaged in the learning process as the results from descriptive statistics show that the
means of the engagement constructs are above 3.01 using the 5-point Likert Scale. This
finding is consistent with another research by The University of Nicosia, in which 71%
percent of the students indicated that they participated more in the lessons (Zarzycka-Piskorz,
2016). Another research from University of East London, the result showed that most students
communicated with peers while playing and a high percentage of 88.4% students discussed
about the correct and incorrect answers after every question (Fotaris, Mastoras, Leinfellner, &
Yosullany, 2015).
Notable results from the study are the consequences of interactivity for improving and
enhancing student learning performance. Interactivity with peers and with the teacher is an
important determinant of a student‘s active collaborative learning and engagement. As
students interact with their peers and with the teacher during the use of the Kahoot!. Active
collaborative learning has proven critical in enhancing the student learning experience. This is
because it allows students to think critically about the material and to understand the
alternative answers, thus achieving a deeper processing of knowledge.
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It is important to highlight that the improvement in learning performance may not be
exclusively derived from the use of this technology, but also from the development of peer
group practices. The interplay of this interactive technology and peer group practices, based
on class-wide discussion, enhances positive outcomes (Caldwell, 2007). Kahoot allows the
individual and the group to share the response to questions and allow everybody to participate
in the discussion of the correct answer.
6. Conclusion, Recommendations and Limits of the study
Aforementioned finding suggests that Kahoot enhances students‘ learning performance by
increasing interactivity with peers and the teacher. This interactivity, subsequently, promotes
individual active participation and collaborative learning, which increases student engagement
in the learning process. Coupled with effective pedagogy, Kahoot can offer more effective
and less intrusive measurement of learning than traditional assessment. Overall, these results
provide strong support for the use of Kahoot in the class as a tool to enhance the learning
experience.
The study presents some limitations that need to be addressed in further research. First, the
sample consists only of students who have used Kahoot and, thus, the researcher cannot
compare the results obtained from a control group of non-users. Moreover, given that the
language course in this empirical application is the pioneer in the introduction of this
technology in the university under study, I acknowledge that the results may reflect, in some
way, novelty effects. For all the students, in the empirical study, this was the first time they
have used Kahoot. Future research should examine the effect of Kahoot longitudinally in
order to determine whether the effects obtained diminish with an increase in clicker
experience.
Even though 68% students stated that they wanted to have a Kahoot session every week, it is
advisable that teachers are aware of the wear-out effect. In a study from Norwegian
University of Science and Technology, researchers found that students from the single event
in contrast to the students that had used Kahoot for five months interacted more through
discussion and comments in the classroom as well they appreciated more the uniqueness of
playing many together in the same room (Wang A. I., 2014). Currently, Kahoot provides four
variations of gamified student interactions which are very similar: a quiz, a discussion (no
points, and no right or wrong answers), a puzzle, and a survey. A wider variety of games and
game modes would be preventive against a wear off effect and allow for more frequent usage
without losing engagement and motivation.
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TÌM HIỂU NHẬN THỨC CỦA SINH VIÊN VỀ VIỆC SỬ DỤNG
KAHOOT ĐỂ THÖC ĐẨY SỰ HỨNG THÖ VÀ TƢƠNG TÁC
Tóm tắt
Trong những năm qua, xu hƣớng sử dụng trò chơi có hƣớng dẫn gia tăng trong các trƣờng
đại học và ngày càng nhận đƣợc nhiều sự đón nhận trong các lớp học. Tuy nhiên, việc sử
dụng công cụ này bị hạn chế do việc thiếu thời gian, thiếu kinh nghiệm và những nghi
vấn về lợi ích rộng rãi của những hoạt động đó. Kahoot! là một công cụ trực tuyến có thể
dễ dàng sử dụng để tăng tính hiệu quả và sự hứng thú của sinh viên cũng nhƣ hỗ trợ siêu
nhận thức cho sinh viên các lớp đại học bị hạn chế về sự hƣớng dẫn và thời gian giảng
dạy. Nghiên cứu này đƣa mô hình sử dụng Kahoot với tiền thân là Hệ thống PRSs vào
trong một nghiên cứu điển tích với sinh viên năm thứ nhất trƣờng Đại học Điện lực. Mục
tiêu chính của nghiên cứu thực nghiệm là tìm hiểu nhận thức của sinh viên với hiệu quả
của việc sử dụng Kahoot để thúc đẩy sự trải nghiệm trong quá trình học cũng nhƣ sự
hứng thú và tƣơng tác trong sinh viên. Nghiên cứu đã chỉ ra nhìn chung sinh viên thể hiện
thái độ tích cực về việc sử dụng Kahoot, yêu thích những khóa học có áp dụng trò chơi
này.
Từ khóa
Kahoot!, hoc trực tuyến, phƣơng pháp học có sử dụng trò chơi, hứng thú của sinh viên, tƣơng tác giữa
sinh viên, sự trải nghiệm trong quá trình học
16
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