Relevant bibliographies by topics / Kahoot game

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Academic literature on the topic 'Kahoot game'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Kahoot game"

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Maulana, Fajar. "Penggunaan Game AI (Kahoot) untuk Meningkatkan Literasi Membaca SD Negeri Kalipenten." Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan 8, no. 2 (2024): 112–19. https://doi.org/10.37730/edutrained.v8i2.345.

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Media pembelajaran terus berkembang seiring berkembangnya zaman. Maka dari itu sebagai guru maupun tenaga pendidik harus mampu menyesuaikan dan mempelajari terkait dengan media pembelajaran yang terus berkembang. Penggunaan media pembelajaran dengan pemanfaatan teknologi yang modern ada berbagai macam salah satunya media pembelajaran kahoot. Pada penilitian ini difokuskan pada bagaimana mengetahui kelebihan, kekurangan, dan dampak yang digunakan pada aplikasi game kahoot. Metode yang digunakan untuk penitian ini adalah metode deskriptif kuantitatif yang memuat deskripsi dari penjelasan terkait
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Reynolds, Eric D., Richard W. Fuchs, and Peter Johnson. "Game On With Kahoot!" International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (2021): 40–53. http://dx.doi.org/10.4018/ijcallt.2021100103.

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The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental grou
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Tamur, Maximus, Antonius Gahung, Maria A. L. Belos, Matilda Limur, Desideria F. Sutrani, and Yohanes E. W. Lagam. "BERMAIN DAN BELAJAR DENGAN KAHOOT!: MENINGKATKAN KETERLIBATAN SISWA SMP MENGGUNAKAN GAME DIGITAL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 4 (2022): 2857. http://dx.doi.org/10.24127/ajpm.v11i4.6065.

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Dalam literatur ada bukti bahwa transfer dari tatap muka ke pengajaran jarak jauh telah menghasilkan penurunan minat umum yang dapat dikurangi dengan melakukan Kahoot!. Namun hingga saat ini belum banyak penelitian yang secara khusus memperjelas peran Kahoot! pada pembelajaran tatap muka. Untuk itu, dilakukan penelitian quasi-experimental dengan rancangan randomized posttest only design yang melibatkan 75 siswa kelas VII SMP di Ruteng, Indonesia, dengan tujuan mendeskripsikan interaksi siswa dalam belajar matematika menggunakan Kahoot!. Hasil observasi keterlibatan siswa dalam belajar merupaka
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Kamal Hossain, Md, and Md Abdullah Al Younus. "Kahoot in the Classroom: A Game-Changer for Motivating English Grammar Learning in Tertiary Education in Bangladesh." Journal of Critical Studies in Language and Literature 5, no. 1 (2024): 24–31. http://dx.doi.org/10.46809/jcsll.v5i1.251.

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This study explores the transformative impact of Kahoot! a popular game-based learning platform, on motivating English grammar learning in tertiary education, particularly in the context of Bangladesh. With 8 billion participants globally, including 60% of US students, Kahoot! has become a prevalent tool in language classrooms. The literature review highlights its positive effects on learning outcomes, student engagement, and classroom dynamics. As education evolves towards active learning approaches, Kahoot! stands out as a versatile game-based tool, aligning with modern pedagogical shifts. T
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Cahya, Riyan Cahya. "PENGARUH GAME INTERAKTIF TERHADAP PENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA SMP." De Fermat : Jurnal Pendidikan Matematika 2, no. 2 (2020): 83–92. http://dx.doi.org/10.36277/defermat.v2i2.50.

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Penelitian ini dengan tujuan untuk mengetahui pengaruh penerapan game interaktif berbantu aplikasi kahoot dapat meningkatkan pemahaman konsep. Adapun metode yang digunakan pada penelitian adalah penelitianeksperimen dengan macam metode eksperimenyang digunakanialahUji T. Hasil penelitian yang telah dilakukan yaitu dan dapat disimpulkan bahwa terdapat perbedaaan atau pengaruh game interaktif aplikasi Kahoot untuk meningkatkan pemahaman konsep matematis, penerapan game interaktif apliksi kahoot lebih baik dari pada pembelajaran dengan menggunakan pembelajaran konvensional dalam meningkatkan kema
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Huriyah. "Motivate Students to Learning English Using the Kahoot Game." International Journal of Social Science And Human Research 05, no. 07 (2022): 3104–7. https://doi.org/10.5281/zenodo.6844769.

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Learning motivation is an impulse that arises from within a person consciously or unconsciously to take action with a specific purpose. Selection of appropriate learning media to consider the needs of students and learning. Kahoot game media is one of the suitable ICT-based media because it is easy to use and is a platform that supports distance learning activities. This study examines the learner's perspective on the motivation to learning English using the Kahoot game. This study uses a quantitative descriptive method. The researcher uses a Google Form questionnaire to find the motivatio
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Prayoga, Afrilya Puji. "Amplifikasi Kahoot sebagai Kuis Tanya-Jawab Online Pilihan Pendidik dalam Model Pembelajaran Game-Based Learning." Ars: Jurnal Seni Rupa dan Desain 24, no. 2 (2021): 109–22. http://dx.doi.org/10.24821/ars.v24i2.4599.

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Kahoot merupakan platform kuis tanya jawab online yang digunakan dalam model pembelajaran game-based learning. Platform Kahoot dapat dikatakan sebagai bagian dari budaya siber karena wujudnya berupa artefak di dalam jaringan internet. Pertanyaan yang mengemuka adalah terkait latar belakang dan alasan mengapa Kahoot menjadi pilihan dalam sebuah proses pembelajaran. Penelitian dilakukan untuk mengetahui amplifikasi platform Kahoot dalam sebuah model pembelajaran game-based learning. Metode yang digunakan untuk menguraikan dan menganalisis adalah metode etnografi virtual dengan pendekatan Analisi
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Sholihah, Imro Atus, Nabella Ardama Cherya Krenata, and Nadia Khoirun Nisa. "Analisis Keuntungan dan Kerugian Kahoot sebagai Platform Media Pembelajaran." Jurnal Pembelajaran Inovatif 6, no. 2 (2023): 39–44. http://dx.doi.org/10.21009/jpi.062.06.

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Implementasi teknologi dalam pembelajaran mampu memberikan motivasi semangat belajar siswa untuk aktif dalam proses pembelajaran. Objek penelitian ini mengacu pada media pembelajaran berbasis teknologi. Salah satu media pembelajaran yang cocok untuk diterapkan dalam pembelajaran adalah Kahoot. Kahoot merupakan Game edukasi yang bisa meningkatkan pemahaman siswa. Kahoot. Penelitian ini bertujuan untuk mereview hasil dari penelitian-penelitian sebelumnya dirangkum menjadi satu terutama tentang penemuan Kahoot sebagai Analisis Keuntungan dan Kerugian Penggunaan Kahoot sebagai Platform Media Pembe
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Marsa, Shella Septina, Hastuti Retno Kuspiyah, and Eka Agustina. "The Effect of Kahoot! Game in Teaching Reading Comprehension Achievement." JET (Journal of English Teaching) 7, no. 2 (2021): 133–49. http://dx.doi.org/10.33541/jet.v7i2.2738.

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Kahoot! Game is one of the advancements in learning technology. It can facilitate and motivate the students for being active and understanding the content of the text. This study aimed to find out whether there is or not any significant difference between the students who are taught by using Kahoot! Game and the students who are taught by using conventional game and to find out the impact of using Kahoot!. Altogether in this study, the writer used mixed-method and explanatory sequential mixed method design which involving 39 students of the fourth-semester students of English Education Program
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Widyaningrum, Bernadetha Wahyu. "The Use of Kahoot! as Formative Assessment in Education." Indonesian Journal of English Language Studies (IJELS) 5, no. 2 (2019): 78–84. http://dx.doi.org/10.24071/ijels.v5i2.2862.

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ABSTRACTTechnology appears as one of the significant tools to create a meaningful process in all fields of life for living things, one of which is education. This situation drives related parties to create game-based learning platform for education. One of the emerging game-based learning platform used in education is Kahoot!. Educationally relevant game, such as Kahoot! makes students learn academic content with a lot of excitement. Recently, Kahoot! is used as a tool for formative assessment. Formative assessment is useful to improve students attainment. This study aims to investigate the ef
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Books on the topic "Kahoot game"

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Leeb, Susanne, and Nina Samuel, eds. Museums, Transculturality, and the Nation-State. transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839455142.

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While the nation-state gave rise to the advent of museums, its influence in times of transculturality and post-/decolonial studies appears to have vanished. But is this really the case? With case studies from various geo- and sociopolitical contexts from around the globe, the contributors investigate which roles the nation-state continues to play in museums, collections, and heritage. They answer the question to which degree the nation-state still determines practices of collection and circulation and its amount of power to shape contemporary narratives. The volume thus examines the contradict
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Book chapters on the topic "Kahoot game"

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Alamanda, Dini Turipanam, Grisna Anggadwita, Abdullah Ramdhani, Mediany Kriseka Putri, and Wati Susilawati. "Kahoot!" In Opening Up Education for Inclusivity Across Digital Economies and Societies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7473-6.ch010.

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Learning strategies in the digitalization era are vastly expanding. Students are comprised of the millennials for whom life cannot be separated from technology and the internet. The ever-expanding technology has posed new challenge on the teaching process of millennials, and one of which is the growing importance and increased involvement of technology that empower a host of new learning tools. One of the most prominent open-access teaching/learning tool is Kahoot! This chapter aims to complement studies about the use of game-based methods at higher education. The survey was conducted for 1 year at a university located in a small city in Indonesia. A total of 415 students were actively involved in measuring their perceptions of games-based learning tools called Kahoot! Furthermore, this study also measured differences in outcomes between faculties, types of subjects, and commonly used research methods. The result shows that Kahoot! positively impacts student academic achievement as measured by student motivation, enjoyment, engagement, and concentration.
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Ergulec, Funda, and Özge Misirli. "A Game-Based Student Response System." In Research Anthology on Developments in Gamification and Game-Based Learning. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch041.

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In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.
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Ergulec, Funda, and Özge Misirli. "A Game-Based Student Response System." In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0119-1.ch009.

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In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.
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Tan, Debbita Ai Lin, Bee Choo Lee, Malini Ganapathy, and Shaidatul Akma Adi Kasuma. "Language Learning in the 21st Century." In Research Anthology on Developments in Gamification and Game-Based Learning. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch036.

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Kahoot! is a gaming system designed for interactive learning and can be utilised for students of all ages. The present study involved two groups of Malaysian ESL students (n = 57) enrolled in a remedial English proficiency course in a public university. All 57 participants were exposed to weekly Kahoot! sessions over a period of one semester; the sessions covered various English language learning components including vocabulary and reading comprehension, but focused largely on grammar. At the end of the semester, the participants completed a 34-item questionnaire comprising closed- and open-ended items. The questionnaire was tested for reliability with returned values indicating high internal consistency, thus making the instrument a reliable option for use in future studies. The study's findings indicate that the students found Kahoot! to be beneficial in terms of: 1) inducing motivation, and 2) fostering and reinforcing learning. The students were also of the opinion that Kahoot! would be useful for foreign language learning (for instance, Spanish and French).
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Madden, Oneil N. "Edutainment: assessing students’ perceptions of Kahoot! as a review tool in French L2 classes." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1465.

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Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight students’ perceptions of this platform to enhance teaching and learning. Twenty-one students of both genders between the ages of 18 and 35 responded to a post questionnaire, after participating in two or more games of Kahoot!. Data was also collected through semi-structured interviews and observations recorded by the instructor. Preliminary findings show that Kahoot! helps most students (95%) to improve their French, in terms of learning and/or reinforcing new vocabulary or previously taught concepts, as well as pronunciation. All the participants highlighted that Kahoot! is fun and interactive, and playing the game serves as a motivation for them to revise their already acquired knowledge. However, the countdown feature can provoke stress and affect the thought process.
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Nobre, Ana, and Vasco Nobre. "Gamification and Mobile Learning." In Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7271-9.ch032.

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Gamification has been a very frequent research topic in the area of education in recent years, with some positive results, such as increasing student engagement and motivation. However, studies on gamification as an instructional strategy are recent and need more data to help teachers in its use in the classroom. Thus, this work describes a gamification experience of a social game with graduate students, teachers in primary and secondary education, and discusses how the elements present in games can provide engagement and favor learning. Furthermore, the authors present the Kahoot app as a possibility to stimulate and engage students in the teaching-learning process, analyzing some implications of learning with a mobile device. The results had a positive impact on increasing student engagement in both Game Social and Kahoot. Therefore, gamification and mobile learning can be good alternatives to increase the quality of teaching, generating meaningful experiences in the classroom.
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Bezerra, Andréa de Almeida, and Larissa Pinheiro Xavier. "O Game Kahoot como Ferramenta de Aprendizagem na Disciplina de Português." In Reflexões docentes sobre o saber-fazer na educação básica. AYA Editora, 2024. https://doi.org/10.47573/aya.5379.2.387.5.

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Corchuelo Martínez-Azúa, Beatriz. "Gamification Assessment." In Research Anthology on Developments in Gamification and Game-Based Learning. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch004.

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University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.
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Chang, Diana Tang-En, Jennie L. Jones, and Danielle E. Hartsfield. "Technology-Based Activities as Formative Assessments in the Higher Education Classroom." In Optimizing Higher Education Learning Through Activities and Assessments. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4036-7.ch012.

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Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.
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Özmen, Erhan. "Educational Application and Games for Specific Skills Development." In Enhancing School Counseling With Technology and Case Studies. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8392-6.ch004.

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This chapter addresses the transformative role of educational apps and games in the development of cognitive, social, emotional, motor and technological skills. Digitalised education promotes 21st century competences such as problem solving, critical thinking and collaboration, while increasing interactivity, motivation and individualised learning. Applications such as Duolingo and Kahoot make learning interactive and fun with reward and challenge systems. Tools such as virtual reality contribute to the development of motor skills, while platforms such as Tynker support cognitive growth. Social-emotional learning applications such as ClassDojo develop empathy and self-regulation skills. The chapter highlights the theoretical underpinnings of these innovations, such as constructivism and motivation theories, while also highlighting challenges such as the need for pedagogical alignment and cultural adaptation. It also sheds light on the potential of educational apps and games to create engaging, motivating learning environments.
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Conference papers on the topic "Kahoot game"

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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 t
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"Jumble vs. Quiz: Evaluation of two Different Types of Games in Kahoot!" In 12th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.035.

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Correia, Marisa, and Raquel Santos. "Game-based learning: The use of Kahoot in teacher education." In 2017 International Symposium on Computers in Education (SIIE). IEEE, 2017. http://dx.doi.org/10.1109/siie.2017.8259670.

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Martins, Ernane, and Luís Gouveia. "Uso da Ferramenta Kahoot Transformando a Aula do Ensino Médio em um Game de Conhecimento." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.207.

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Este artigo visa apresentar uma atividade elaborada na plataforma digital Kahoot e analisa seu potencial na aprendizagem. O Kahoot foi utilizado para inserir um recurso tecnológico interativo que se apropria de elementos dos jogos (gamificação) buscando engajar os alunos na aprendizagem. Essa atividade foi aplicada para sessenta e oito alunos das disciplinas de programação web e autoria web do curso técnico em informática para Internet. Constatou-se por meio dos relatos dos alunos e observações que esta atividade pode melhorar a aprendizagem.
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"Evaluation of Interactive and Gamified Approaches for Teaching ICT Theory: A Study of PowerPoint, Sembly and Kahoot!" In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.168.

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Ahmad, M. F., N. Zakaria, W. A. S. Wan Hassan, S. S. Razali, N. N. Abd Mutalib, and N. Bokhari. "Educational Game Platform Kahoot! in Teaching and Learning Process: A Case Study of New Norms." In 2021 IEEE 9th Conference on Systems, Process and Control (ICSPC). IEEE, 2021. http://dx.doi.org/10.1109/icspc53359.2021.9689146.

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Crump, Vanessa, and Julie Sparks. "Game of phones: Integrating mobile technology into science and engineering classrooms." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7971.

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Mobile technologies are ubiquitous in the lives of our students. Rather than seeing the presence of these devices in the classroom as a hindrance or a distraction, educators should embrace the opportunities for greater student engagement, collaboration and useful feedback. This paper reports some uses of mobile technologies in classrooms at UTS Insearch and the responses of science and engineering students. We hope that our reflections will be a useful guide to other educators and suggest simple ways to integrate flipped learning and gamification into undergraduate classrooms. UTS Insearch has
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Pàmies Vilà, Rosa, Albert Fabregat Sanjuan, Joan Puig Ortiz, Lluïsa Jordi Nebot, and Antonio Hernández Fernández. "Aplication of a gamification learning system in mechanical engineering studies." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1158.

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The purpose of this study is to examine the effects of using a gamification tool as a new teaching strategy. Specifically, Kahoot! is evaluated as a tool for enhancing student learning. We test the tool empirically in a university class setting in an engineering degree, namely as part of the laboratory sessions of the subject Mechanism and Machine Theory during two consecutive academic years. The students were randomly divided into three different groups (control group, gamification group and writing group) and their results were evaluated depending on the learning method applied during the cl
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Rubio-Arraez, Susana. "GAME-BASED LEARNING I. AN EXPERIENCE IN THE CLASSROOM ON THE USE OF KAHOOT! AS A LEARNING AND ASSESSMENT TOOL IN A MASTER’S DEGREE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1946.

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Sula, Gerda. "Enhancing learning and retention through gamification." In The 28th International Scientific Conference "Competitiveness and Innovation in the Knowledge Economy". Academy of Economic Studies of Moldova, 2025. https://doi.org/10.53486/cike2024.07.

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This study explores the role of gamification in enhancing learning and retention in high school Economics classes. A quasi-experimental design was employed to examine the effects of game-based learning on students' academic performance and knowledge retention, involving two comparable high school classrooms in Lezha, Albania. One class served as the control group and received teacher-led instruction, while the experimental group engaged in gamified learning sessions using Kahoot, a popular game-based learning platform. These sessions were conducted either at the beginning or the end of each le
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