Academic literature on the topic 'Digital learning tool Kahoot!'
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Journal articles on the topic "Digital learning tool Kahoot!"
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Ma'ruf, Afiq, and Alfurqan Alfurqan. "Analisis Penggunaan Aplikasi Kahoot sebagai Digital Game Based Learning dalam Evaluasi Pembelajaran PAI di SMA Negeri 2 Padang." AS-SABIQUN 4, no. 5 (2022): 1276–87. http://dx.doi.org/10.36088/assabiqun.v4i5.2238.
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The purpose of this study was to determine the process of using the Kahoot application as a digital-based game tool in the evaluation process of Islamic Religious Education learning at SMA Negeri 2 Padang. The development of technology is increasingly rapid, especially in the field of education, so teachers are required to be able to innovate, such as by utilizing technology as a means of learning media and as a learning evaluation tool. The Kahoot application is a web-based learning media or application that is used as an online-based evaluation process tool that makes it easier for teachers to increase student interest in participating in evaluation activities. Learning evaluation by utilizing the use of the Kahoot application is an alternative way that can be used by teachers to see the learning that has been carried out. This research applies qualitative research with the type of case study research, the data sources in this study consist of nine informants and documentation. The research methods used in this study were interviews, documentation, and observation. Data analysis with data reduction, data presentation, and concluding. For data analysis, the researcher applied the triangulation method by checking again. The results of this study prove that SMA Negeri 2 Padang has used the Kahoot application as a tool for the evaluation process in evaluating learning. The use of this Kahoot application still has some obstacles in its use. The use of this Kahoot application helps facilitate and becomes an attraction for students in the learning evaluation process activities.
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Syafina, Azwa Mirza, Hamsi Mansur, and Qomario Qomario. "Bibliometric Analysis: Utilization Of Kahoot! Application As An Evaluation Tool To Increase Students’ Learning Motivation." Akademika 14, no. 01 (2025): 182–95. https://doi.org/10.34005/ak.v14i01.4615.
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In the ever-evolving digital era, the integration of technology in education continues to foster the development of more interactive and effective evaluation methods. One widely adopted innovation is the Kahoot! application, used as an evaluation tool in the learning process. This study focuses on the use of Kahoot! and its impact on students' learning motivation. The objective of this research is to analyze to what extent Kahoot! can enhance learning motivation and to identify usage trends over the past five years (2020–2025). By applying bibliometric analysis and using a quantitative descriptive approach along with the VOSviewer software, this study examines the relevance and effectiveness of Kahoot! as an evaluation tool. The results show that Kahoot! significantly contributes to increasing learning motivation through interactive, fun, and innovative evaluation methods. Furthermore, the application’s use has seen rapid growth over the past five years, reflecting the growing interest among researchers in Kahoot!'s role in supporting more engaging and effective learning processes.
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Ummah, Khaira, and Oriza Candra. "Penerapan Kahoot! Sebagai Media Evaluasi pada Pembelajaran Instalasi Penerangan Listrik." Jurnal Pendidikan Teknik Elektro 4, no. 2 (2023): 184–90. https://doi.org/10.24036/jpte.v4i2.294.
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This study aims to determine the application of kahoot as a learning evaluation tool in the class XI TITL electric lighting installation subject at SMKN 5 Padang. Technological advances in the world of education are currently increasing rapidly so that the application of learning evaluation requires new innovations to improve the quality of education in an all-digital era. This study uses a quantitative method with a descriptive approach. The object of this research is Kahoot and the use of kahoot as a learning evaluation tool in the Electrical Lighting Installation subject. The subjects in this study were students of class XI TITL 1 SMKN 5 Padang. The research instrument used was in the form of evaluation questions on kahoot in objective and True-False forms as well as student response questionnaires. Based on the response questionnaire regarding the use of kahoot, a positive response was received from students and subject teachers. The average value of students in answering questions using kahoot is in the high category based on the data that has been obtained so that it can be concluded that the application of kahoot as a learning evaluation tool in the subject of electric lighting installation meets the criteria for a good evaluation tool, namely valid, practical, and interesting for used as a learning evaluation tool.
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Binti Rosdy, Siti Nor Aisha, and Melor Md Yunus. "Kahoot – A Game- Based Formative Assessment Tool During the Covid-19 Movement Control Order." International Research in Education 9, no. 2 (2021): 1. http://dx.doi.org/10.5296/ire.v9i2.18413.
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The rapid development of technology has influenced the current system of education. The existence of various digital learning platforms online enables the teachers nowadays to implement them in teaching and learning as well as testing and evaluation. Kahoot is one of the digital learning platforms that mostly used by higher institutions students to assess their learning. Thus, a research conducted to investigate the usability of Kahoot as a formative assessment tool in ESL primary classroom during Covid 19 Movement Control Order period. The research employed mixed method approach whereby semi-structured interviews and survey questionnaire used as data instruments. There are 20 Year 4 pupils participated and responded to the questionnaire, while three of them and an English teacher responded to the interview. The findings show that most of the respondents coincided that the application of Kahoot enables them to learn English in a fun way, increase their English knowledge, capable to do the sharing of English knowledge to other people and increase their motivation and engagement during this pandemic period. In a classroom context, Kahoot has high potential in supporting and enhancing teaching and learning for both teacher and pupils with its outstanding features, especially during the pandemic period.
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Rahayu, Tantiana Dewi, Nia Ailia, Fera Junita, and Nur Ifana. "A Literature Review: The Effectiveness of Using Kahoot! to Enhance Student’s Vocabulary." REGISTER: Journal of English Language Teaching of FBS-Unimed 13, no. 4 (2024): 9–17. https://doi.org/10.24114/reg.v13i4.64347.
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This study aimed to analyze the effectiveness of using Kahoot! to enhance student’s vocabulary. This article used qualitative research which presents the results of a literature review on the effect of using Kahoot! for learning specifically to enhance student’s vocabulary includes 15 studies. The findings showed that the use of Kahoot! as a digital tool is effective in improving the English vocabulary. The students had positive attitudes towards Kahoot! being used in the classroom because it was fun and led them to enjoy the lessons. In addition, student experienced a significant vocabulary enhancement with the use of the Kahoot! Application. Teachers must be trained to apply and incorporate technology. Keywoords: Student’s vocabulary, Kahoot!, Media learning, ICT
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Azmia, Irza, and Mario Kasduri. "Pengaruh Menggunakan Media Pembelajaran Pada Aplikasi Game Kahoot Terhadap Evaluasi Pembelajaran PAI di SMP Swasta An-Nizam Medan." Jurnal Penelitian Ilmu Pendidikan Indonesia 2, no. 4 (2023): 451–56. http://dx.doi.org/10.31004/jpion.v2i4.193.
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This application is a game-based learning media that is able to create a lively and fun atmosphere in the classroom. By using the Kahoot application, learning becomes very fun and makes students not bored when following lessons that are difficult to understand. Learning evaluation is a process used to determine the level of achievement of predetermined learning objectives through systematic activities. The Kahoot application is a web-based learning media or application that is used as an online-based evaluation process tool that makes it easier for teachers to increase students' interest in participating in evaluation activities. The aim of this research is to determine the process of using the Kahoot application as a digital-based game tool in the process of evaluating Islamic Religious Education learning at SMP Swasta An-Nizam in Medan.
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M, Mini Simon, Nisha C K, and Tripti K. Srivastava. "Digital Game-Based Learning (DGBL) Through Kahoot: A Learner-Centric Approach in Nursing Education - Systematic Review." International Journal of Science and Healthcare Research 7, no. 3 (2022): 14–19. http://dx.doi.org/10.52403/ijshr.20220704.
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Introduction: The teaching-learning activities in nursing have changed tremendously in the post-COVID-19 situation around the world. The learning style of Z generation students demands a technologically sound and sprightly chosen method of evaluation. Digital Game-based learning is one of the components of the Learning Management System which figures a great level of student motivation and participation in interactive learning which incorporates different teaching styles. Kahoot! Is a Game-Based Learning platform used to review students' knowledge, for formative assessment, or as a break from traditional classroom activities? Objective: To explore the teaching and learning experiences of nursing students using the Kahoot!.app. Methodology: A comprehensive search of MEDLINE, EMBASE, Web of Knowledge, Cochrane Central Register of Controlled Trials, PsycINFO, and CINAHL from 2013 to April 2022 was conducted. Qualitative and quantitative studies, Randomized controlled trials (RCTs), and systematic reviews in the English language were only included in the search. The reviewer searched, screened, assessed study quality, and extracted data. Literature search strategies and article retrieval was guided by -Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Meta-analysis was not considered valid due to the heterogeneity of identified populations, interventions, comparisons, and outcomes; hence a narrative synthesis is presented. Results: A total of 10 research articles published in peer-reviewed journals were included in this study. Three synthesized findings were generated from the categories: (i) Kahoot is implemented as a teaching and assessment tool in nursing. (ii) Acknowledging as a source of motivation for learners. (iii) Encourages the learners to reflect on their strengths and weakness as an "assessment for learning tool". (iv) Through digital-based games students understand complex concepts, promote critical thinking, and acquire decision-making skills. However, there is one study that shows no significant effect in the interventional group. Conclusion: Kahoot assists to create a dynamic learning environment and enhances the long-term retention of information. Gaming makes a positive impact on the teaching/learning process. The nursing curriculum can be fortified with a robust method of learner-centric methods like digital-based gamification-Kahoot, to cater to the learning needs of digital natives of present nursing students. Keywords: [Learner-centric Approach, Kahoot, Digital Game-Based Learning, Gamification, Nursing Education, formative assessment, Assessment for Learning]
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Azmia, Irza, and Robie Fanreza. "Implementasi Media Interaktif Games Digital Dalam Meningkatkan Kualitas Hasil Belajar Pendidikan Agama Islam di SMP An-Nizam." Al-Ulum: Jurnal Pendidikan Islam 5, no. 2 (2024): 513–25. https://doi.org/10.56114/al-ulum.v5i2.11643.
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Today's education sector has profited immensely from changing circumstances, scientific discoveries, and information and communication technology improvements. The fourth industrial revolution and digitization have brought about a rapid development of the current period. In spite of this, there are still teachers who do not know how to use technology to improve student learning. As a result, learning outcomes are ineffective and pupils become bored. There are lots of educational video game apps available for students to use. One of the advances in learning utilizing modern learning media is Kahoot, an interactive internet application used as a teaching tool in schools that shows quizzes as online games. The study aims to ascertain the following: (1) how the Kahoot application is used in the learning process; (2) how students respond when using Kahoot media in the learning process; and (3) how the quality of student learning outcomes compares before and after the Kahoot application is applied.
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Gorban, Yurii, and Olena Skachenko. "Experience of Use of Kahoot! Digital Tool in the University Library Activities." Ukrainian Journal on Library and Information Science, no. 5 (June 19, 2020): 66–79. https://doi.org/10.31866/2616-7654.5.2020.205730.
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The article examines the experience of introducing gamification in the activities of the Scientific Library of Kyiv National University of Culture and Arts A review of the annual Top Tools for Learning 2019 checklist outlines four key areas of research in higher education highlighted by J. Hart. The process of gamification is considered as one that helps to support the students’ attention, learn the learning material faster, promotes the critical thinking development. Experience of using Kahoot! digital tool to test students’ knowledge of the Philosophy course using the online quiz is highlighted. The creation of a quiz layout, parameter settings, testing and conducting the game were provided by library staff. The quiz “Do you know philosophy?” consisted of 17 questions. Fifteen of them were of the test type, two were “true or false”. 44 second-year students participated in the game at the same time. The winner correctly answered 13 questions, scoring 13 339 points. The average score was 6779 points. Kahoot! efficiency as a learning tool was analyzed on the basis of the results of 44 participants. Overall game performance was 42 %. Most likely, students answered questions like “true or false.” The time to answer the test questions ranged from 2.3 seconds to 10.7 seconds. 100 % of those polled said that playing questions helped them gain new knowledge; this type of training is eligible for existence and should be recommended for use in the educational process in the future. Information technologies have been found to offer ample opportunity to interpret their role as educational tools. The application of gamification allows for the formation of a comfortable learning environment for young people, increases the motivation to master the material independently. The quiz “Do you know philosophy?” is an example of a multidisciplinary approach to studying at the university and implementation of the principles of professionally oriented teaching of the humanities.
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Novitasari, Devi, and Shierly Novalita Yappi. "THE EFFECT OF KAHOOT IN ENHANCING VOCABULARY ACHIEVEMENT AT CAMBRIDGE BASED CURRICULUM." EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi 5, no. 2 (2025): 26–31. https://doi.org/10.51878/edutech.v5i2.4974.
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This study investigated the effectiveness of Kahoot! based game learning in enhancing vocabulary achievement among third-grade students in a Cambridge-based bilingual school in Sidoarjo, addressing a gap in research on digital game-based learning within this specific educational context. Employing a quasi-experimental pretest-posttest design, the research compared an experimental group using Kahoot! with a control group receiving traditional vocabulary instruction. Vocabulary data, focused on descriptive texts, were collected through tests, and statistical analysis, including ANOVA, try-out validation, and independent t-tests, was conducted using SPSS. The findings revealed a statistically significant improvement in vocabulary achievement for the Kahoot! group (p = 0.025), suggesting that the engaging and interactive nature of digital game-based learning more effectively fosters vocabulary mastery compared to traditional methods. These results also support Kahoot!'s utility as a practical tool for formative assessment, particularly within the Cambridge curriculum framework, and offer valuable insights for educators seeking innovative and engaging vocabulary teaching strategies in bilingual learning environments.
Dissertations / Theses on the topic "Digital learning tool Kahoot!"
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Dalbom, Axel, Markuss Sprogis, Emil Stolpe, and Nils Söderkvist. "A Tool for Learning Digital Filters in Virtual Reality." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353852.
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There are various tools used for teaching purposes, be it computers or even pen and paper. Virtual reality is used to simulate immersive environments. While it is mostly used in the video game industry we have made an attempt to use it as a learning tool, in this case for courses related to signal processing by trying to build intuition for digital filter design. The end product is a tool in virtual reality that allows the user to alter digital filter specifications and see how these alterations affect it. With this project we show that there is potential for virtual reality to be used as a teaching assistant. The main drawbacks for tool creation in virtual reality are that there is a limited amount of frameworks that support virtual reality and that they are mainly created for video game development.<br>Det finns många olika verktyg för lärande ändamål, det kan bland annat vara datorer eller penna och papper. Virtuell verklighet är ett verktyg för att skapa datorgenererade miljöer. Det används mestadels inom spelindustrin men vi i det här projektet försöker utöka användningsområdet för virtuell verklighet inom utbildning, i detta fall för kurser relaterade till signalbehandling genom att hjälpa användare att bygga intuition för designen av digitala filter. Slutprodukten är ett hjälpmedel i virtuell verklighet som tillåter användaren att skapa och ändra digitala filters specifikationer och sedan se vad dessa förändringar har för konsekvenser för filtren. Med det här projektet visar vi att det finns potential för virtuell verklighet i lärande ändamål, även om det huvudsakliga användingsområdet är inom spelindustrin.
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Garrety, Cynthia Marie. "Digital storytelling an emerging tool for student and teacher learning /." [Ames, Iowa : Iowa State University], 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3383367.
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McCoy, Mason Eugene. "A Twitter-Based Prediction Tool for Digital Currency." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2302.
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Digital currencies (cryptocurrencies) are rapidly becoming commonplace in the global market. Trading is performed similarly to the stock market or commodities, but stock market prediction algorithms are not necessarily well-suited for predicting digital currency prices. In this work, we analyzed tweets with both an existing sentiment analysis package and a manually tailored "objective analysis," resulting in one impact value for each analysis per 15-minute period. We then used evolutionary techniques to select the most appropriate training method and the best subset of the generated features to include, as well as other parameters. This resulted in implementation of predictors which yielded much more profit in four-week simulations than simply holding a digital currency for the same time period--the results ranged from 28% to 122% profit. Unlike stock exchanges, which shut down for several hours or days at a time, digital currency prediction and trading seems to be of a more consistent and predictable nature.
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Rossini, Elizabeth Mary. "Administrators' Perceptions of Using Social Media as a Tool for Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/82345.
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The purpose of this study was to investigate administrators' perceptions of using social media as a tool for learning. A review of literature revealed a disconnect between the technology students rely on outside of school versus what they use and have access to during school and leads to us to question if social media can be used as a tool for learning. The anytime, anywhere access to people, information, creation and collaboration is commonplace for these students. The challenge for principals is to lead programs that effectively educate today's youth in ways that engage them and cause significant learning.
A critical review of the previous research demonstrated that technology leadership focusing on social media use for learning has gained attention in the literature mostly at the college level; the K-12 administrator level has not been widely studied. A mixed method study of K-12 administrators from across the United States was conducted to include survey and interview research. Principals and assistant principals were identified and asked to complete a survey to determine their perceptions of using social media as a tool for learning. Six follow-up interviews were conducted to examine their perceptions more deeply. This study revealed that principals and assistant principals perceived social media as a viable tool for learning; however, they indicated a need for clear social media use policies/parameters and professional learning in how to effectively engage with social media for learning. This study yielded valuable information regarding administrators' perceptions of using social media as a tool for learning that can be used in future research, policy development and professional development.<br>Ph. D.
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Clark, W. Andrew, Cher L. Cornett, and Peter M. Hriso. "Linking Art to Science: Digital Media as a Technology Translation Tool." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/2524.
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Technology translation can be achieved through the blending of the sciences and arts in the form of digital imagery. Digital animation and video can be utilized to portray molecular events where the mechanism of action is known but the process occurs at a sub-microscopic level. There needs to be a strong collaboration between scientific advisors and digital artists when creating the animation such that the artistic interpretation of the molecular event conforms to the known and accepted confines of science. The finished animation may be used for information, education or persuasion as entrepreneurial biotechnical companies attempt to find markets, customers and investors interested in their inventions. Educational institutions with programs in the sciences, arts, digital media and medicine need to promote the interaction of students from these disciplines through cross-functional teams and courses. Solutions to problems developed by these teams tend to be broader and more comprehensive than more homogeneous teams.
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Ly, Rebecca. "A waste of time? Or an effective learning tool? - Assessing the effectiveness of a digital games-based learning approach in music education." Thesis, University of Sydney, 2021. https://hdl.handle.net/2123/26621.
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This research is a multiple case study on four participants who had access to the game Rocksmith 2014 remastered for sixty days. Following the sixty-day period, a post-test was conducted. The participants were assessed by two guitar experts and then interviewed by the researcher to understand if Rocksmith was an effective way to learn how to play the guitar. At the time of the interview, these participants were aged between 25 and 28 years and had varying levels of experience playing the guitar and video games. The findings suggested that as a learning tool, Rocksmith can teach certain guitar playing skills. These include (but are not limited to): teaching technical skills (such as knowing how to hold the guitar, correct and efficient left and right-hand technique, tremolo picking, sliding, and moving across the fretboard efficiently). Despite this, the interviews revealed that the participants did learn about other aspects of guitar playing, such as being able to play hammer-ons and pull-offs. In their interviews, the participants expressed a belief that Rocksmith is a useful tool for learning. Still, they also said that it was hard to find the motivation to continue playing. While they described their experience of playing Rocksmith as enjoyable and immersive, they also expressed having little motivation to continue playing. The study further tried to assess whether the skill of being able to read guitar tablature was transferable outside of the game. The findings revealed that this was inconclusive and that further study needed to be conducted.
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Ervine, Michelle D. "Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79847.
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As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for resource discovery by others. This is especially the case with non-textual artifacts. Once these artifacts have descriptive metadata associated with them, they have the potential to become learning objects which can be used by others in their own teaching and research. This study explored the design and development of a performance support tool to create descriptive metadata by users that are most familiar with the non-textual learning objects, yet may not have an understanding of the various metadata schemas and standards required by other institutional/knowledge repositories and search engines.
In order to create such a tool, certain features need to be included in order for users to create appropriate metadata. The tool needs to have Unicode character support in order metadata entry, display and searching. Research found that characteristics such as controlled vocabularies, tooltips, validation rules, and having a relevant image on the same screen as the metadata form help users to create appropriate and accurate metadata; yet, no existing tool was found that contained all of these features to assist faculty in describing their non-textual learning objects.
These characteristics were operationalized in the design and development of the performance support tool. Findings from the evaluation of the tool indicate that the owner of the learning objects was able to create a customized, non-standard metadata form that users were then able to use to create appropriate and accurate descriptive metadata.<br>Ph. D.
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Osborne, Richard. "An ecological approach to educational technology : affordance as a design tool for aligning pedagogy and technology." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16637.
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Digital technologies have for many years been acclaimed as tools that hold the power to transform learning, yet educational research has so far failed to demonstrate the transformative effects of these digital technologies on learning outcomes (Cuban, 2001; Price and Kirkwood, 2011). Some research has even gone so far as to question this underlying assumption regarding digital technologies ability to transform education, suggesting that they do not in fact have any inherently positive benefits for learning, and that perceived benefits are actually artefacts produced by other factors (Means et al, 2009). Several potential causes have been proposed for the slow progress in educational technology, including lack of time for staff development, unsuitability of technologies, and cultural barriers within institutions (Laurillard, 2012a). A fourth potential cause may lie with the lack of theory to explain technologies themselves (Oliver, 2013). Different theoretical perspectives have been proposed as a way to enhance our understanding of technologies, with one potential candidate being the theory of affordances. The theory of affordances has been used extensively within many fields, including educational technology, but remains a divisive and often under-defined term (Hammond, 2010). This thesis argues that this may in part be due to its distortion through adoption in multiple disciplines, and its popular description as the ‘action possibilities’ presented by an object or scenario, something not present in the theory’s original conception. It is suggested that a return to the original theory of affordances as proposed by Gibson (1979), which attempted to explain how individuals derive meaning from the world around them, returns clarity to the theory. A particular focus on the underexplored aspects of intention and invariant, together with a re-appreciation of what it means to apply the theory of affordances to digital environments, to digital spaces and places, provides a way of thinking about affordance that arguably can be applied more constructively to the effective use of technology in education. A design-based research approach was taken in order to research the original concept of affordance, and its key components of intention and invariant, within learning scenarios supported by digital technologies. Design-based research is an evolving methodology, with no strict definition, but it has shown promise in both the design and the research of technology-enhanced learning environments (Wang and Hannafin, 2005). A pilot phase at secondary school level demonstrated the potential for the approach; multiple iterations at a higher education level developed and enriched these findings into a stable model for the alignment of digital technologies with a particular pedagogical scenario. Findings suggest that affordances can be used to ‘explain’ educational technology, if the concept is broadened to include the wider ecology of learning; digital technologies not only as tools, but also as places. Extending the notion of affordances from ‘action possibilities’ to ‘transaction possibilities’ gives agency to both learner and technology, and recognises the important contribution of the digital environment to the learner experience. A specific design framework is offered which uses this redefinition of affordances as a design tool to align an authentic learning scenario with the digital technologies that have the potential to support that learning scenario. A generic design methodology is proposed, based on this framework, which has the potential to align pedagogy and technology using this updated definition of affordance. To close, some thoughts on the value of the design-based research approach are discussed.
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Dalbello, Marija, and Lisa Covi. "Tool or Sign? Negotiated Learning and Socialization Process in the Students' Perceptions of Technology in the Digital Library Classroom." James Nicholas Publishers, 2003. http://hdl.handle.net/10150/106322.
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This article is published in a thematic issue of Information Technology, Education and Society - on Social Informatics.<br>This study explores the learning process in a group, focusing on novice users of technology, by observing how they build frameworks for deep and strategic learning, the role of the communities of practice and the role of existing learning style as a context for learning. A group of LIS students in a digital library classroom was selected for the study. A pre- and post-test questionnaire and a recorded interview (where students described their experiences of achieving technological proficiency in the course) provided the data for the study. We observed that students provided narratives in which they negotiated the role of technology as tool for digital librarianship. The learning process involved interpretation and repositioning of the learning subjects. The loci of control provided the perceived membership in librarianship as a community of practice and their personal experience. The discourses created by the students emerged in relation to regulative contexts that they perceived from their position, notably the expectations of the marketplace and the profession. The personal experience involved the language of the learning contexts (music, art) that students were familiar with.
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Becker, Ryan Liss. "A Science Instrument for the Digital Age: #Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/495.
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The integration of digital technologies in K-12 education is ubiquitous. Web 2.0 technologies enable students who were once passive consumers to become active participants in, and even creators of, dynamic digital experiences. Social media, in particular, can connect disparate populations, minimizing traditional barriers such as time, space and geography. Similarly, science communication has also been influenced by an expanding array of media through which scientists can now connect directly with the public. #Scistuchat, the focus of this study, uses the social media platform Twitter to bring together scientists, secondary science students and teachers outside of school in monthly, science-focused Twitter chats. Using a multiple-case (embedded) design, this study sought to answer the question "How do #scistuchat participants perceive Twitter as a tool for learning and communicating science?" Thematic, cross-case analysis of four #scistuchats revealed themes specific to the #scistuchat experience, as well as the broader use of Twitter for science learning and communication. In addition to real-time observations of each chat and later analysis of the archived tweets, videoconferencing technology was used to conduct individual interviews with participating scientists (n=16) and teachers (n=6), as well as focus groups with students (n=17). Notable #scistuchat-specific findings include a recognition of the experience as dynamic and student-focused. Regarding student outcomes, although gains in science content knowledge were limited, an evolving understanding of scientists and the nature of their work was prominent. Findings regarding the broader use of Twitter for science purposes highlighted its multidimensional, professional utility and its unique contributions when leveraged in classroom settings.
Books on the topic "Digital learning tool Kahoot!"
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Malita, Laura, and Vanna Boffo, eds. Digital Storytelling for Employability. Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-6453-181-6.
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This publication results from the research work undertaken by the partner institutions involved in the KA3-ICT Project Transversal Lifelong Learning Programme, Learn about finding jobs from digital storytelling(143429-2008-LLP-RO-KA3-KA3MP), with the main purpose of enhancing graduates' employability possibilities. For graduating students looking for a job it is perhaps harder than ever to meet success on the job market. They must use every tool they know to express themselves and to reflect their knowledge, competences and skills. The book aims to explain the main aspects of using digital storytelling as a method for employability, career development, reflection, assessment, consultancy, presentation and communication. Through digital storytelling, students begin to comprehend how all the elements of writing a narrative work together and how to manipulate them for the best effects in readers and viewers. Also, sharing and evaluating digital stories among peers is an excellent way to foster self-expression and tolerance and to create an engaged community of learners.
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Nikolaeva, Tat'yana. Virtual professional practice for students of speech pathologists. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/2099006.
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The monograph presents an approach to the development of a digital tool for the professional training of students of speech pathologists — a virtual practice aimed at the formation of professional competencies in the field of pedagogical diagnostics of children with disabilities. The stages of virtual practice development are considered, the principles of its design are revealed. The place and functions of the created digital tool in the educational process of higher education are described. The results of an experimental study are presented, indicating the effectiveness of the use of virtual practice for the formation of professional competencies of students of speech pathologists.
 It is addressed to specialists of the education system, teachers, students of pedagogical universities, practitioners in the field of correctional pedagogy. It can be useful to all those who are interested in creating virtual, digital learning tools in the process of preparing students of various fields of study and specialties.
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Playful teaching, learning games: New tool for digital classrooms. SensePublishers, 2011.
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Naidoo, Jamie Campbell. Diversity Programming for Digital Youth. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400641602.
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Combining information about outreach to diverse populations, selection of culturally diverse children's print and digital media, and library programming, this book is the tool librarians need to promote cultural understanding through engaging children's programs designed for today's culturally diverse youth. Today's children live in a culturally diverse and constantly changing digital world. New digital media is created every day but librarians and other educators need help in evaluating cultural content in digital apps, determining whether they send appropriate social messages to children, and learning how to use them in library programs that promote cultural competence. Diversity Programming for Digital Youth: Promoting Cultural Competence in the Children's Library provides just the help that is needed. This resource is the only one to examine the role of culturally diverse digital media and how it can be used with children's books to promote cultural competence in the library. It provides annotated lists of digital media paired with culturally diverse literature to offer librarians and educators a springboard for creating enriching, engaging, and culturally relevant programs for children from diverse backgrounds. The sample digital storytime programs celebrating diverse cultures will benefit busy librarians looking for ways to engage reluctant readers in library storytimes.
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Bauer, William I. Music Learning Today. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197503706.001.0001.
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Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes—creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies with specific curricular outcomes are described. Importantly, the book advocates that the decision on whether or not to utilize technology for learning, and the specific technology that might be best suited for a particular learning context, should begin with a consideration of curricular outcomes (music subject matter). This is in sharp contrast to most other books on music technology that are technocentric, organized around specific software applications and hardware. The book also recognizes that knowing how to effectively use the technological tools to maximize learning (pedagogy) is a crucial aspect of the teaching-learning process. Drawing on the research and promising practices literature in music education and related fields, pedagogical approaches that are aligned with curricular outcomes and specific technologies are suggested. It is not a “how to” book per se, but rather a text informed by the latest research, theories of learning, and documented best practices, with the goal of helping teachers develop the ability to understand the dynamics of effectively using technology for music learning.
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Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.
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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
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Klugman, Craig M., and Erin Gentry Lamb, eds. Research Methods in Health Humanities. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190918514.001.0001.
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Research Methods in Health Humanities surveys the diverse and unique research methods used by scholars in the growing transdisciplinary field of health humanities. Appropriate for advanced undergraduates but nuanced enough to engage more seasoned students and scholars, this volume is an essential teaching and reference tool for health humanities teachers and scholars. Health humanities is a field united by its commitment to social justice; it recognizes the importance of applying expertise to real-world concerns and of creating research that translates back in meaningful and useful ways to participants and communities. The chapters in this field-defining volume reflect these values through research approaches to examining the human aspects of health and healthcare that are critical, reflective, textual, contextual, qualitative, and quantitative. Divided into four sections, the volume demonstrates how to conduct research on texts, contexts, people, and programs. Readers will find research methods from traditional disciplines adapted to health humanities work, such as close reading of diverse texts, archival research, ethnography, interviews, and surveys. The book also features transdisciplinary methods unique to the health humanities, such as health and social justice studies, digital health humanities, and community dialogues. Each chapter provides learning objectives, step-by-step instructions, resources, and exercises, with illustrations of the method provided by the authors’ own research. An invaluable tool in learning, curricular development, and research design, this volume provides a grounding in the traditions of the humanities, fine arts, and social sciences for students considering healthcare careers and also provides useful tools of inquiry for everyone, as we are all future patients and future caregivers of a loved one.
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McCutcheon, Russell T., ed. Teaching in the Study of Religion and Beyond. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350351103.
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Drawing on their wide experience in the undergraduate classroom, the contributors address basic but current issues in university teaching. This book provides practical commentary and invites instructors to consider how to address the learning needs of their students, while taking into account the wider structural requirements of administrations, governments, or credentialing agencies. Consisting of about forty, readable, short entries – on topics ranging from curriculum, grading, group work, digital humanities and large lectures, to learning management systems, office hours, online/remote courses, recruiting and seminars – this book provides a wealth of practical help and reassurance to teachers working with undergraduate students. This book is a valuable tool for early instructors in universities and colleges, showing them how to impact a class’s success. It provides a critical background on the issues involved whilst also offering suggestions on how to navigate the competing demands on teachers.
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Farrelly, Michael Garrett. Make Room for Teens! ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400681400.
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This collection of thoughtful essays discusses library trends and best practices in creating dynamic, effective, and enjoyable spaces for young adults. Young adult librarians face a wide of array of issues when planning spaces for teen patrons. At the same time, the "digital divide" has shrunk for many Americans in the past decade, and libraries are expected to keep up by providing more open access to mobile technologies, digital books, and online information—certainly a formidable challenge. Make Room for Teens!: Reflections on Developing Teen Spaces in Libraries serves as a thought-provoking tool for librarians who seeking guidance in creating, maintaining, and updating young adult spaces in their libraries. The essays contained within this book discuss the topic in clear language that is free from jargon, emphasizing illustrative (and sometimes humorous) anecdotes, experiential learning, and best practices. Rather than a "how-to" guide, the book provides a comprehensive thought exercise for librarians looking to better understand and create spaces for young adults and teenagers. Subjects addressed include important issues like common space, collection development, and the ways in which teens "own" a space, giving librarians an invaluable understanding of what a library space really "says" to young adults.
Book chapters on the topic "Digital learning tool Kahoot!"
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Martins, Ernane Rosa, Wendell Bento Geraldes, Ulisses Rodrigues Afonseca, and Luís Manuel Borges Gouveia. "Using Kahoot as a Learning Tool." In Lecture Notes in Information Systems and Organisation. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14850-8_11.
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Weinhandl, Robert, Edith Lindenbauer, Stefanie Schallert-Vallaster, Julia Pirklbauer, and Markus Hohenwarter. "GeoGebra, a Comprehensive Tool for Learning Mathematics." In Designing Effective Digital Learning Environments. Routledge, 2024. http://dx.doi.org/10.4324/9781003386131-6.
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Buele-Guerrero, Gustavo, and Pablo Torres-Carrión. "Evaluation of the Kahoot Tool as an Applied Assessment in Physical Education Learning." In Communications in Computer and Information Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-24985-3_6.
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El Rhayami, Mounia, Abderrahim El Mhouti, and Yassine El Borji. "Serious Games, a Tool for Consolidating Learning Outcomes." In Digital Technologies and Applications. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29857-8_42.
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Park, Jun. "Digital Canvas: A Projection-Space Interaction Tool." In Technologies for E-Learning and Digital Entertainment. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11736639_147.
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Olugbara, Cecilia Temilola, Moeketsi Letseka, and Oludayo O. Olugbara. "A Systematic Review of Digital Storytelling as Educational Tool for Teaching and Learning in Southern Africa." In Digital Education and Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97656-9_9.
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Kjällander, Susanne. "Design workshops to develop a digital educator's tool." In Designs for Research, Teaching and Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003096498-6.
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Coombe, Greg, and Brian Salomon. "SKIT: A Computer-Assisted Sketch Instruction Tool." In Technologies for E-Learning and Digital Entertainment. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11736639_34.
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Parola, Anna, Raffaele Di Fuccio, Federica Somma, and Orazio Miglino. "Educational Digital Storytelling: Empowering Students to Shape Their Future." In Psychology, Learning, Technology. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_8.
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AbstractEducation digital storytelling (EDS) refers to digital storytelling in education. EDS is often presented as a technology-enhanced learning approach with powerful educational benefits. The use of EDS as a tool to support students to consider and pursue a meaningful life based on their interests, talents, and aspirations is spreading. Due to its nature, EDS could be an optimal tool to create and share digital stories to stimulate career plans. This paper deals with the educational uses of digital storytelling and presents an overview of how EDS can be used to support career guidance. It concludes with a brief description of the NEFELE Erasmus+ project that will implement tangible user interfaces (TUIs) in the classrooms to promote the EDS as a tool for career intervention.
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Dyer, Nick, and Jerry Bowskill. "Ubiquitous Communications and Media: Steps Toward a Wearable Learning Tool." In Digital Media: The Future. Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-3646-0_5.
Full textConference papers on the topic "Digital learning tool Kahoot!"
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Khidirova, Umida. "Enhancing Media Literacy and Digital Tool Proficiency Through Practical Exploration of Kahoot and Canva." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012954200003882.
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Meyer, Vanessa, Lena Wiese, and Ahmed Al-Ghezi. "Analyzing Learning Patterns, Task Difficulty and Usability in a Digital Database Learning Tool." In 2024 21st International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2024. https://doi.org/10.1109/ithet61869.2024.10837629.
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Glenn Carter, H., Chris Vinegar, Victor Terres, and Jason Rupert. "Considerations for Tool Qualification in Flight-Critical Applications Using Machine Learning." In 2024 AIAA DATC/IEEE 43rd Digital Avionics Systems Conference (DASC). IEEE, 2024. http://dx.doi.org/10.1109/dasc62030.2024.10749224.
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Tan Saatçı, Büşra, Mustafa Ulaş, and Turan Gürgenç. "Thermographic Detection of Tool Wear: A Review on Deep Learning-Based Approaches." In 2025 13th International Symposium on Digital Forensics and Security (ISDFS). IEEE, 2025. https://doi.org/10.1109/isdfs65363.2025.11012082.
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Grigoroiu, Carmen, Raluca anca Pelin, Camelia Branet, Adriandaniel Pricop, and Wesselly Teodora. "USEFULNESS OF THE KAHOOT! DIGITAL TOOL IN THE PHYSICAL EDUCATION AND SPORT LESSON IN ONLINE UNIVERSITY EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-186.
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The purpose of the study was to analyse the perception of students from the Politehnica University of Bucharest on the usefulness of implementing gamification through the Kahoot! tool for assessing their theoretical knowledge acquired during online physical education and sport lessons. The study was conducted during online physical education and sport classes in the 2020-2021 academic year on a sample din 934 first-year students (aged 18-20) from the Politehnica University of Bucharest. To consolidate and verify their theoretical knowledge acquired during classes, we used the Kahoot! digital tool. In the first semester, 10 educational games were designed on the Kahoot! platform. In order to assess the level of student satisfaction with the usefulness of the Kahoot! tool during online physical education and sport lessons, we used an 8-item questionnaire survey. Through this questionnaire, students confirmed that the use of Kahoot! had a positive impact on the acquisition and assessment of their theoretical knowledge in the field of physical education and sport, as well as on increasing their ability to focus and actively participate in the lesson. The results of this study highlight that the Kahoot! educational game is a practical and feasible instrument for knowledge assessment, which has increased the attractiveness of online physical education and sport lessons and allowed the teacher to perform a formative assessment of the information acquired by students. Based on the feedback provided by students, we can state that the Kahoot! tool is a viable, easy and fun e-learning option, which can be successfully used as an additional element in the physical education and sport lesson conducted in the online environment. Implementation of the Kahoot! tool fostered the teaching-learning process by improving the acquisition of new content and providing an appropriate assessment system.
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Paape, Björn, Christoph Maus, Iwona Kiereta, Hendrik Lehmann, Thomas Schmeink, and Kai Skorzak. "Analysis of the Increase in Learning Success Through the use of Digital Tools in Repetitive Teaching Entry in Economics Lessons." In 43rd International Conference on Organizational Science Development. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.fov.3.2024.52.
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Vocational schools face the challenge of preparing learners for the digitalised world of work within the framework of media and digital education, which also includes advanced digital working methods. The focus of the present study is on the one hand on possible positive effects in relation to the learning success of the learners and on the other hand to differentiate between the male and female gender in this respect. The students come from business classes at the vocational college. In order to be able to record and illustrate the results of this study in a measurable way, a learning assessment was carried out at the end of the teaching sequence. The results show that the tool Kahoot! has a measurable and beneficial effect on the learners' performance. In addition, it could be measured that the positive effect mentioned has a stronger impact on the male students than on the female students.
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Bolshakova, Anastasia Sergeevna. "Development of digital competence and Internet literacy of students in foreign language lessons." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103567.
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The article presents an attempt to consider the leading methods and means of developing the digital competence of schoolchildren in the context of the digitalization of language education. It is noted that the most important component of teaching foreign languages is the connection of the taught discipline with reality. In the era of digital technologies, ICT competence, digital competence, digital literacy, media literacy, Internet literacy, which need to be developed in order to more effectively solve the tasks set by schoolchildren, become integral competencies. The following teaching methods and tools aimed at developing the above competencies are considered: Quizziz, Kahoot, Quizlet and Learnis online platforms; interactive Internet resource Learning apps; video podcasts; PROClass knowledge quality monitoring system.
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Bracho, Gabriela, Pedro Martí-Aldaraví, Jorge García-Tíscar, and Josep Gomez-Soriano. "On the use of gamification tools for blended learning approaches in Thermodynamics courses." In INNODOCT 2021. Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13370.
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During the last year 2020, education in European universities has suffered a challenging transformation from an established pedagogical model to a digital one. The face-to-face formal lectures have been replaced to on-line sessions and blended learning approaches. The courses related to the Thermodynamics subject of two Bachelor of Science Degrees (Mechanical Engineering and Automatic and Industrial Electronic Engineering) have been also adapted to the blended learning approach, in this case combining the use of screencast videos, interactive slides with comments, synchronous on-line lectures and tutorials, and virtual laboratories. This recent methodology has been demonstrated to be effective due to its flexibility and ubiquitous characteristics. However, one of the difficulties is tracking the engagement and the evolution of the students due to the reduced direct interaction between them and the instructors. Among the technological tools that are used to benefit the learning process of students, gamification tools have been demonstrated to be effective and positive for academic performance. The aim of this study is to implement and evaluate the effectiveness of the gamification in the Thermodynamics courses where the proposed blended learning approach is used. One of the goals is to identify the specific competences acquired by the students after watching the audio-visual content (videos and slides). For this purpose, a Kahoot was played before starting the on-line lecture (synchronous), and according to the score, the instructor could recognize the level of understanding of the concepts. Based on the results, the instructor was able to focus more on the weaker learning objectives, capturing their attention during the session. At the end of the session the Kahoot was played again to recognize if the concepts were consolidated during the lesson. The results show that the use of this gamification tool achieved high levels of engagement and improved the attention and participation of the students.
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Gómez, José. "The impact of digital tools on the education process in times of pandemic in Ecuador." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002082.
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In the context presented by COVID 19, given the closure of educational centers worldwide, the frequent and varied use of technological tools in the classroom has been evidenced, which requires an analysis of the impact of its application in the educational context. For this reason, it has been raised as an objective of this study to know the influence that technology has had on the educational process. To this end, an issue that generates great interest in the current educational scenario was addressed: digital tools applied within the current situation experienced in the pandemic; which is eminent because through its use you can continue with the teaching/learning process between teacher and student in difficult times such as those that society in general is currently experiencing. This in turn is quickly shaping what education will look like and how it will be delivered in the coming years. With the advanced pace of educational technology in the world of information and communication technologies, essential enablers have been detected. These currently help institutions to find opportunities and broader solutions in education and have demanded of teachers a rapid adaptation to digital work tools that were not usual in their daily work; that had to learn to work cooperatively by sharing knowledge about the use of tools, impressions, doubts, resources, among other elements within their daily work. The proposed methodology is positivist, with a quantitative approach and confirmatory type because it required a previous explanation or a series of assumptions or hypotheses. The sample was made up of 250 teachers from the Sierra educational system in Ecuador. The survey technique was applied and a questionnaire was applied as an instrument, with an overall score in the dimensions of perception on the impact of ICT in education. In this dimension they were asked about their perception of various aspects related to the teaching-learning process, by means of a five-point Likert scale and the use of inferential probabilistic statistics by the causal study of variables to determine the digital tools used in the educational field during the time of pandemic in Ecuador. As a result, it was obtained that the communication tools used were Microsoft Teams and gamification kahoot and quizziz. The hypothesis that allowed knowing about the use and use of information and communication technologies in virtual contexts was validated, which although they were forced due to the new reality that the pandemic has generated, caused a positive impact within the Ecuadorian educational process.
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Ezzatvar, Yasmin, Jose Casaña, Josep Benitez, et al. "KAHOOT! AS A LEARNING TOOL IN CLASSROOM." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1774.
Full textReports on the topic "Digital learning tool Kahoot!"
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Moustafa, Nariman, Rebecca Daltry, Louis Major, and Chen Sun. Algorithmic design in EdTech: Investigating adaptivity for learners and teachers in a digital personalised learning tool in Kenya. EdTech Hub, 2024. https://doi.org/10.53832/edtechhub.1127.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.
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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Bykova, Tatyana B., Mykola V. Ivashchenko, Darja A. Kassim, and Vasyl I. Kovalchuk. Blended learning in the context of digitalization. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4441.
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The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.
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Bruni, Stefania, Alessandro Zocchi, and Carina Frossasco. To tech or not to tech: does technology enhance learning or hijack cognitive growth? Future Education Institute, 2025. https://doi.org/10.63523/m2r73a.
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Digital technologies have radically transformed the way we learn, interact with information, and relate to others, highlighting new needs and challenges in the contemporary educational and social context. Digital innovation has increased the demand for adaptable learning tools and methods aimed at enhancing knowledge access, critical and creative thinking, and emotional skills. However, these technological advancements also introduce significant challenges, including the transformation of attentional processes and the growing prevalence of multitasking, with profound implications for learning and productivity. This contribution explores the dilemma of "To tech or not to tech," questioning the potential of digital technology to enable learning without compromising cognitive development. It analyzes the role of technology as a tool to improve cognitive processes and address traditional challenges while also acknowledging emerging complexities. Promoting a balanced and mindful use of technology is essential to ensure that digital tools support learning rather than act as sources of distraction. Future research on the long-term effects of digital technologies on brain development and learning is crucial for developing evidence-based strategies aimed at fostering cognitive well-being and educational effectiveness.
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Porto, Stella C., and Don Presant. The IDB Digital Credential Framework: Principles and Guidelines for Creating and Issuing Credentials. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004903.
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Digital badges have emerged as an integral aspect of various capacity building opportunities offered by IDB, gaining widespread recognition among both internal and external clients, despite their innovative application in the region. As of January 2023, IDB has issued over 200,000 badges, with the majority awarded in the past two years. The IDB Digital Credential Framework serves as a vital reference tool and roadmap for acknowledging knowledge acquisition and continuous learning through digital credentials within the IDB Group, partner organizations, and citizens of the Latin America and Caribbean (LAC) region. This Technical Note outlines the Framework's context and purpose, its alignment with BIDAcademy and the IDB Group, and its potential to influence and shape international practice for digital credentials beyond traditional academic recognition.
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Wintjes, Rene, and Fernando Vargas. Digital Innovation Hubs: Insights from European Experience in Supporting Business Digitalization. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004995.
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Digital technologies can boost regional and sectoral productivity, yet firms in Latin American and Caribbean (LAC) countries are experiencing shortfalls in digital uptake and innovation. This is partly due to a scarcity of knowledge suppliers able to respond to the region's or countries' diverse needs. Digital innovation hubs (DIHs) can offer a collaborative, location-based approach and address these gaps. This study analyzes data from over 300 DIHs in Europe, revealing that university-affiliated DIHs offer sophisticated services, such as collaborative research and testing facilities, while industry-affiliated DIHs focus on activities closer to the market, including mentoring and ecosystem building. Three case studies show that establishing a DIH is not achieved overnight but is instead a learning and improvement process; that a DIH evolves in response to regional needs and assets; and that DIHs require reliable funding for their development, particularly public financing, in their early stages. Hence, LAC policymakers should take in to account the need for a context-sensitive, context-adaptive strategy when promoting DIHs as a tool for public policy. Voucher programs and regional policies for productive development, such as smart specialization strategies, could also refine and mobilize the demand for specific digital technologies, facilitating the establishment of DIH-type initiatives.
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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4130.
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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, et al. Applying digital technologies for work management of young scientists' councils. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4434.
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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.
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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Dominguez, Ximena, Elizabeth Rood, Danae Kamdar, Tiffany Leones, and Kayla Huynh. Splash and Bubbles for Parents App: Field Study Report. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/119.
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This report prepared for The Jim Henson Company shares findings of a field study examining the promise of the Splash and Bubbles for Parents app, a second-screen digital resource designed for parents and caregivers to support young children’s learning of ocean science. The study conducted in 2020 involved a two-group, quasi-experimental design in which family participants were randomly assigned to either the intervention condition (who watched the show and used the app) or the comparison condition (who watched the show but did not have access to the app). Findings from this study provided information about how the app supported families to talk about science together; what science concepts and practices children learned through engaging with the app and related science activities; and how families shifted their attitudes, beliefs, or practices around science and media. Another finding highlighted parents and caregivers’ need for support around ways to engage with and use the app given that this represents a new type of digital tool.