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Relevant bibliographies by topics / Kahoot tool

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Academic literature on the topic 'Kahoot tool'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Kahoot tool"

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Tataurova, Viktorija, and Jekaterina Martinova. "Kahoot as an Assessment Tool." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 19/20 (December 16, 2024): 279–92. https://doi.org/10.37384/va.2024.19.20.279.

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Covid-19 has led to tremendous changes in the educational system; it has shown that some of the classes might and should be delivered remotely. However, there still exist some problems in maintaining the students’ attention for 90 minutes straight in front of the computer screens. It is especially noticeable in the foreign language classroom, where the focus has shifted from the coursebook-bound classes to the student-centred approach. One of the essential competences that foreign language teachers in the 21st century classroom should possess is digital competence and the ability to embrace th

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Hadi, Priaditya Tri, Biladt Septananda Roseandree Biladt Septananda Roseandree, Zidanu Fatoni, Hendriwanto, and Yuna Mumpuni Rahayu. "A Systematic Analysis of Kahoot's Potential as a Tool for Improving EFL Instruction." Journal of World Englishes and Educational Practices 6, no. 2 (2024): 01–17. http://dx.doi.org/10.32996/jweep.2024.6.2.1.

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This research provides a meta-analysis of an issue regarding the effectiveness of using Kahoot in English language learning environments from 2020 to 2024, focusing on the yearly publication rate, participant demographics, challenges, and benefits. It delves into the impact of technology integration and gamification on student learning outcomes, emphasizing the importance of motivation and engagement in educational settings. The systematic review explores some papers about Kahoot! in improving learning results in English for Foreign Language classes. It highlights the benefits of gamification

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Situmorang, Ketlin Melisa, and Debora Chaterin Simanjuntak. "EFL Teachers’ Perceptions of Kahoot as an Online Learning Platform in Promoting Basic English Vocabulary." Journal of Languages and Language Teaching 11, no. 2 (2023): 251. http://dx.doi.org/10.33394/jollt.v11i2.7525.

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This study aims to investigate teachers’ perceptions of the effectiveness of using the Kahoot application in enhancing students' vocabulary knowledge and increasing learning engagement. The research employed a qualitative research design, specifically utilizing a narrative inquiry approach to collect data. The study's participants were teachers with prior experience using the Kahoot application. Data were gathered through the use of storytelling, where the researchers listened to and transcribed the participants' accounts of their experiences. The findings suggest that the Kahoot application i

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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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Աբրահամյան Հ.Տ. "«KAHOOT» ԱՌՑԱՆՑ ՀԱՐԹԱԿԻ ԿԻՐԱՌՈՒՄԸ ՈՐՊԵՍ ՁԵՎԱՎՈՐՈՂ ԳՆԱՀԱՏՄԱՆ ԳՈՐԾԻՔ ՖԻԶԻՈԼՈԳԻԱՅԻ ԴԱՍԱՎԱՆԴՄԱՆ ԸՆԹԱՑՔՈՒՄ". MEDICINE, SCIENCE AND EDUCATION, № 36 (листопад 2023): 86–91. http://dx.doi.org/10.56936/18291775-2023.36-86.

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Assessment is an important tool for determining the results of teaching and learning. Formative assessment is a form of students’ self-assessment, as well as a process, during which the teacher can evaluate the learning process. “Kahoot” is an online platform widely used in education to provide a feedback. Therefore, the purpose of this study was to examine the effectiveness of using “Kahoot” as a formative assessment tool during practical classes of Physiology. 111 second-year students of the General Medicine Faculty of YSMU took part in the study. The average summative examination grade was

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Nosirova, Dilnoza Rizoqulovna. "TITLE: ENHANCING ESL LEARNING WITH KAHOOT: A FUN AND INTERACTIVE CLASSROOM TOOL." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 5 (2024): 500–505. https://doi.org/10.5281/zenodo.11239126.

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This article examines how to improve ESL (English as a Second Language) training in the classroom by utilizing Kahoot, a game-based learning platform. The advantages of Kahoot for encouraging student participation in language learning activities, critical thinking, teamwork, and engagement are covered by the author. Through the use of engaging and interactive games, Kahoot encourages students to engage in language learning, strengthens their vocabulary and grammar, and offers real-time feedback to monitor their progress. The essay emphasizes how Kahoot may help ESL students develop critical th

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Ramaila, Sam. "Harnessing Kahoot! as an educational tool to foster meaningful teaching and learning: A systematic review." African Journal of Teacher Education 13, no. 2 (2024): 1–12. https://doi.org/10.21083/ajote.v13i2.8017.

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This systematic review investigates the utilization of Kahoot! as an educational tool to facilitate meaningful teaching and learning experiences. Kahoot! is a widely used gamified platform in educational settings, known for its interactive and engaging features. Through a comprehensive analysis of existing literature, this study explores how Kahoot! enhances pedagogical practices and student learning outcomes across various educational contexts. The review synthesizes empirical evidence to identify the effectiveness of Kahoot! in promoting active participation, knowledge retention, and motivat

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Rahmadani, Fitria Gita, Tampung N. Saman, and Bahing. "Students’ Perception of Game-Based Learning Using Kahoot! In Learning English." EBONY: Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (2024): 28–38. http://dx.doi.org/10.37304/ebony.v4i1.12442.

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This study aims to evaluate students' perceptions of the use of Kahoot! application in English learning and its impact on students' learning motivation in terms of its effectiveness and competitiveness,. This study used observation, questionnaire, and interview methods with 23 students in class XI Language of SMAN 1 Palangka Raya. The results showed that most students agreed that Kahoot! is an effective tool for English learning in class. Kahoot! increased their learning motivation through the Game-Based Learning (GBL) method, including competitive feeling, interactive learning, visual experie

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Nadima, Ismi Syifa, and Abdul Halim. "The Correlation of Student Engagement using Kahoot on Learning Outcomes in Junior High School." Juwara: Jurnal Wawasan dan Aksara 4, no. 2 (2024): 264–74. https://doi.org/10.58740/juwara.v4i2.114.

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This study aims to explore the relationship between the use of Kahoot and student engagement in learning at SMP Negeri 22 Samarinda, focusing on addressing the issue of low student engagement and how Kahoot can potentially enhance it. A correlational quantitative research design was employed, with a randomly selected sample of students from class VII B. Data were collected through both observations and surveys. The findings revealed a significant positive correlation between the use of Kahoot and student engagement, indicating that Kahoot's interactive and gamified features effectively increas

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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 th

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Book chapters on the topic "Kahoot tool"

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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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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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Nastase, Mariana Madalina, and Elvira Popescu. "Kahoot! as a Tool to Maintain Students’ Attention and Increase Retention Rates: An Experience Report with Computer Science Students." In Generative Intelligence and Intelligent Tutoring Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63031-6_7.

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Curós Vilá, M. Pilar, Elisa Isabel Cano Montero, Julián Chamizo González, and Jordi Martí Pidelaserra. "The Internationalization in the Learning of the Accounting Profession: Use of the Kahoot as a Teaching Tool for Learning." In Computational and Decision Methods in Economics and Business. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93787-4_10.

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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 ye

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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.

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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.

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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 th

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Guerrero, Lucero Canto, and Julio César Rubio Rodriguez. "KAHOOT AS AN EDUCATIONAL TOOL FOR THE MULTIMODAL TEACHING OF ORGANIC CHEMISTRY IN A MULTIMODAL EDUCATIONAL SYSTEM." In Ciencias humanas: política de diálogo y colaboración 6. Atena Editora, 2022. http://dx.doi.org/10.22533/at.ed.8702219107.

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S. Hegadi, Dr Pampapati. "AI APPLICATIONS FOR PROGRESSIVE TEACHERS." In Futuristic Trends in Artificial Intelligence Volume 3 Book 1. Selfypage Developers Private Limited, 2024. http://dx.doi.org/10.58532/v3bfai1p1ch1.

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Progressive-Teachers are the pre-service trainee-teachers in the training institutions wherein they would accumulate the knowledge, and develop the skills and strategies to teach the school children in their career. Currently, the trainee-teachers are following the ICT curriculum without any underpinning the applications of Artificial Intelligence (AI). Alan Turing’s statement about AI, “Artificial Intelligence is a field, which combines robust datasets, to enable problem-solving. It encompasses sub-fields of machine learning and deep learning, which are frequently mentioned in conjunction wit

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Conference papers on the topic "Kahoot tool"

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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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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.

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Bernal, José, Ana María Ares, Jorge Bernal, María Jesús Nozal, and Francisco Javier Sánchez. "Results of the use of Kahoot! gamification tool in a course of Chemistry." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8179.

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The present study examines the use of Kahoot! as a gamification tool to explore mixed learning strategies. We analyze its use in two different groups of a theoretical subject of the third course of the Degree in Chemistry. An empirical-analytical methodology was used using Kahoot! in two different groups of students, with different frequencies. The academic results of these two group of students were compared between them and with those obtained in the previous course, in which Kahoot! was not employed, with the aim of measuring the evolution in the students´ knowledge. The results showed, in

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Holt, Eric, and Amy Bryson Smith. "Kahoot!: A Tool in the Effective Teacher’s Toolbox." In MEIEA Educators Summit 2019. Music and Entertainment Industry Educators Association, 2019. http://dx.doi.org/10.25101/19.26.

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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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Catindig, Jhoanne, and Maricar S. Prudente. "Effectiveness of kahoot as a revision tool in studying waves." In the 10th International Conference. ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306550.

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Moral-Munoz, Jose Antonio, Ruben Dario Hidalgo-Agudo, Carmen Ruiz-Molinero, Ines Carmona-Barrientos, Bernardo Nuñez-Moraleda, and Veronica Perez-Cabezas. "EXPERIENCE ON THE USE OF THE GAMIFICATION TOOL KAHOOT! IN PHYSIOTHERAPY STUDENTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0644.

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Martín-San Agustín, Rodrigo, Noemí Moreno-Segura, Adrián Escriche-Escuder, Borja Tronchoni-Crespo, and Mª Piedad Sánchez-Martínez. "EFFECT OF A GAMIFIED EDUCATION INTERVENTION WITH KAHOOT! TOOL ON KINESITHERAPY SUBJECT RESULTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0395.

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Bejarano Martín, Alvaro, María Magán Maganto, Ricardo Canal Bedia, Cristina Jenaro Río, and Noelia Emma Flores Robaina. "ACTIVE LEARNING AND SELF-ASSESSMENT THROUGH THE IMPLEMENTATION OF THE KAHOOT! PLATFORM FOR THE IMPROVEMENT AND INNOVATION OF TEACHING IN PSYCHOLOGY AND EDUCATION BASED ON THE Q12 TRIVIA APPLICATION." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15818.

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The use of gamification tools has meant an advance towards models of analysis of active assessment and learning in a natural, complex environment with contingent responses and student exchanges and, therefore, has meant an improvement in the quality of the results obtained in the short and long term in relation to the subjects and areas of application of the proposal. The aim of this work has been to promote the development of innovative teaching techniques, processes and strategies that encourage university student participation. To this end, a gamification methodology was used with the tool

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"EMPLOYING KAHOOT GAMING TOOL TO TEACH ELECTROMAGNETIC PROPAGATION AND SIGNAL TRANSMISSION THROUGH OPTICAL FIBERS." In Education and New Developments 2025. inScience Press, 2025. https://doi.org/10.36315/2025v1end041.

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Reports on the topic "Kahoot tool"

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Zaika, Oksana V., Tetiana A. Vakaliuk, Andrii V. Riabko, Roman P. Kukharchuk, Iryna S. Mintii, and Serhiy O. Semerikov. Selection of online tools for creating math tests. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4594.

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The article considers online tools for creating tests, which should be used when teaching mathematics in both higher education and general secondary education. Among the variety of online means of creating tests by the method of expert evaluation, three were identified, which allow conducting various tests both in the classroom and remotely, which are free and do not require special conditions for their use and which work on smartphones. The advantages and disadvantages of three online tools for creating tests Kahoot!, Quizizz, Classtime are analyzed, and a comparative description of the selec

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