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Journal articles on the topic 'Kahoot tool'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

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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Daryanes, Febblina, and Deci Ririen. "Efektivitas Penggunaan Aplikasi Kahoot Sebagai Alat Evaluasi pada Mahasiswa." Journal of Natural Science and Integration 3, no. 2 (2020): 172. http://dx.doi.org/10.24014/jnsi.v3i2.9283.

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This study aims to determine the effectiveness of the kahoot application as an evaluation tool for students in terms of student motivation and attention. This type of research is quantitative, with a one shot case study design. The population in this study were all 3rd semester students of the Riau University Biology Education Study Program who took the instructional media course, the sampling in this study was through purposive sampling, which is one class of the 3rd semester students who took the instructional media course. The research instrument consisted of a motivation and attention ques

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Ahyadi, Ikhsan, and Ridwan. "University Students' Perceptions of Kahoot as a Tool for Structure and Writing Practice in TOEFL Preparation in Indonesia." IJLHE: International Journal of Language, Humanities, and Education 7, no. 2 (2024): 329–44. https://doi.org/10.52217/ijlhe.v7i2.1645.

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This study investigates students' perceptions of Kahoot as a gamified assessment tool for TOEFL Structure and Written Expression. Utilizing a quantitative approach, the study analyzes responses from 19 participants who engaged in Kahoot-based evaluations. Findings reveal that Kahoot's interactive features—leaderboards, real-time feedback, and competitive scoring—significantly enhanced students' motivation, engagement, and enthusiasm during the evaluation process. The majority of participants expressed strong interest in using Kahoot for future evaluations and incorporating it into their teachi

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Napitupulu, Thea Clarissa Napitupulu. "EFL STUDENTS’ PERCEPTION OF USING KAHOOT APPLICATION IN VOCABULARY LEARNING: THE CASE OF SECONDARY SCHOOL IN INDONESIA." Journal of English Teaching and Learning 3, no. 1 (2023): 20–30. http://dx.doi.org/10.62734/jetling.v3i1.214.

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This study aims to perceive EFL students’ perception in learning vocabulary through kahoot application. This research focuses on the context of secondary schools in Indonesia. The study employes a qualitative descriptive method as a case study. The researcher chooses case study because a case study is a research to identify an issue or a problem. 14 secondary students in the tenth grade were rectruited in the study. The instrument of this research is questionnaire which questions about students’ perception in vocabulary learning with Kahoot . Another tool used to collect data in this study is

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Barus, Siti Khadijah, and Maryati Salmiah. "ENHANCING GRAMMAR LEARNING: IMPLEMENTING KAHOOT AS AN EVALUATION TOOL IN INDONESIAN HIGH SCHOOLS." Indonesian EFL Journal 10, no. 2 (2024): 233–40. https://doi.org/10.25134/ieflj.v10i2.9773.

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This study explores the implementation of Kahoot as an evaluation tool to enhance grammar learning, identify its benefits and challenges, and assess student responses. Using a qualitative case study design, data were collected through classroom observations, interviews, and questionnaires involving an English teacher and 27 high school students in Medan. Thematic analysis revealed that Kahoot effectively improves grammar understanding, increases student motivation and interaction, and is user-friendly. Despite some technical challenges, the majority of students responded positively. The study

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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 descrip

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Heniki, Reni, and Abdul Halim. "Teachers’ and Students’ Perceptions of Kahoot as an Assessment Tool at a School." Juwara: Jurnal Wawasan dan Aksara 4, no. 2 (2024): 275–84. https://doi.org/10.58740/juwara.v4i2.115.

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This study aims to explore the perceptions of teachers and students regarding the use of Kahoot as an evaluation tool in class VII-B. Employing a quantitative descriptive research design, the study systematically examines the attitudes, opinions, and experiences of participants toward the effectiveness of Kahoot in classroom assessment. Data were collected through structured questionnaires distributed to teachers and students, focusing on their perspectives about the platform’s utility in the evaluation process. The findings reveal that Kahoot is positively perceived by both teachers and stude

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Kunasaraphan, Kanokrat. "DEVELOPMENT OF TOEIC TEST-TAKING SKILLS BY APPLYING KAHOOT! AS A REMEDIAL TEACHING TOOL." EUrASEANs: journal on global socio-economic dynamics, no. 5(24) (September 30, 2020): 77–85. http://dx.doi.org/10.35678/2539-5645.5(24).2020.77-85.

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The purpose of this study is to investigate and compare TOEIC scores before and after applying Kahoot! as a remedial teaching tool on the sample of 180 (6 groups, 30 students each group) first-year students enrolled on the Airline Business Program in the International College, Suan Sunandha Rajabhat University. The research instruments in this study were TOEIC test and all questions on Kahoot! to improve students’ skills in TOEIC test reading section. The researcher applied Kahoot! at the end of 15 classes, 15-20 minutes each class. The researcher analyzed students’ TOEIC scores before and aft

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Lopatynska, Iryna, Olha Bratanych, Iryna Biletska, Viktoriia Cherednychenko, and Dariia Pustovoichenko. "Evaluating the efficacy of Kahoot as a computer-assisted language learning tool in higher education." Eduweb 18, no. 1 (2024): 152–63. http://dx.doi.org/10.46502/issn.1856-7576/2024.18.01.11.

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This study aimed to analyse the effectiveness of using the computer tool Kahoot for foreign language learning in higher education, as well as to address the problem of students' lack of motivation in learning English. This study hypothesised that using the Kahoot app in foreign language classes would improve students' motivation through its engaging approach. To test this hypothesis, a survey was conducted among students who had studied English using this tool. The results showed that students who used the Kahoot app in the classroom were significantly more motivated to learn English. This was

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Wahyuni, Sri, and Fauzul Etfita. "application of Kahoot as an online assessment tool to foster student’s engagement: Student’s experiences and voices." Register Journal 16, no. 2 (2023): 248–66. http://dx.doi.org/10.18326/register.v16i2.248-266.

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The advancement of technology has an impact on numerous aspects, including assessment. Students tend to feel bored, nervous, and anxious while doing the test. Consequently, the educators are required to create a meaningful atmosphere in the classroom. Kahoot can be used as an alternative assessment tool. The purpose of this study was to gain knowledge about the students’ voices and experiences with the use of Kahoot as an assessment tool in their English grammar class at the end of each of the fourteen meetings. This research was conducted at a private university in Riau with seventy-five part

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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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Maulana, Moh Fikri Jauhar. "STUDENTS' PERCEPTIONS OF USING KAHOOT AS AN EVALUATION TOOL IN ARABIC LANGUAGE LEARNING." Kitaba 2, no. 2 (2024): 70–75. http://dx.doi.org/10.18860/kitaba.v2i2.25216.

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Implementation of learning evaluations often only uses traditional media, namely paper and is corrected manually by the teacher. However, as technology develops, we can use it as an update in carrying out learning evaluations, especially in Arabic language learning. so it can be more time and cost efficient. One form of utilizing technology is using the Kahoot application. Kahoot is a technology-based learning evaluation media with an attractive and completely automatic appearance. This research aims to analyze students' perceptions of the Kahoot application as a medium for evaluating Arabic l

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Elsa Rosalina, Nasrullah Nasrullah, and Rahma Pitria Ningsih. "Students' Perceptions of Kahoot as an Online Quiz Tool in Intensive English Class." Metathesis: Journal of English Language, Literature, and Teaching 7, no. 1 (2023): 31–46. http://dx.doi.org/10.31002/metathesis.v7i1.160.

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Online learning media is one of the tools which can support the teaching and learning process. Kahoot, Quizizz, Padlet, and learning Apps are examples of online learning media. Hence in this study, the researchers wanted to find out about the students' perceptions of online quiz applications or better known as Kahoot. This study employed a descriptive quantitative approach because the researchers described students' perceptions of Kahoot as an online quiz for teaching and learning English in class. Thirty-nine English Department, Lambung Mangkurat University students were selected as the sampl

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Rowiyah, Siti. "Kahoot! as a Pedagogical Tool in IELTS Writing Instruction: A Qualitative Analysis of Gamified Learning Strategies." Voices of English Language Education Society 8, no. 1 (2024): 262–70. http://dx.doi.org/10.29408/veles.v8i1.24692.

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Writing is one of the four primary skills assessed in the International English Language Testing System (IELTS). Its inherent complexity often leads to student anxiety and difficulties. Recognizing the need for innovative teaching and assessment methods incorporating technology, this study investigates the interactive game Kahoot! in an IELTS writing course in Pare, Kediri. Despite evidence supporting its effectiveness, Kahoot!'s integration into academic writing still needs to be improved. This research aims to evaluate how Kahoot! Enhances students' fluency in academic writing within an IELT

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Angkotasan, Nurma, Wilda Syam Tonra, and Suryani Taib. "The excess of Kahoot for pre-service teacher as an evaluation tool." International Journal on Teaching and Learning Mathematics 2, no. 1 (2019): 15. http://dx.doi.org/10.18860/ijtlm.v2i1.9115.

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Technology-based instrument is one of the main factors in improving the quality of learning in the classroom. The purpose of the study was to see pre-service teacher' response using Kahoot as evaluation tool. This study was carried out on third year students in UniversitasKhairun. The study employed a questionnaire that consists of 15 items about the excess of Kahoot. A total of 23 subjects participated in this study. The students highly perceived Kahoot as a game that can increase self-confidence, a fun game, interesting game, and the most useful tools to be used later when the students becom

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Mohd Noor, Nur Hidayah. "Exploring the Impact of Kahoot! as An Interactive Game-Based Tool in Learning Chemistry for Undergraduates: A Review." International Journal of Transformative Health Professions Education 2, no. 1 (2024): 53–67. https://doi.org/10.71354/ijthpe.02.01.21.

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Kahoot! is a popular game-based learning platform that leverages technology to create interactive and engaging classroom quizzes. It fosters the active participation of students and is believed to enhance students’ comprehension more effectively than traditional methods in educational settings. Thus, this review paper systematically examines and integrates existing literatures on using Kahoot! for learning Chemistry at the undergraduate level. By exploring the impact of Kahoot! on various aspects of Chemistry education, including academic performance, student engagement, study motivation, and

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Ningsih, Fitria, Ika Lis Mariatun, and Zaiful Arief. "Development of a Kahoot-Based Evaluation Tool to Increase Learning Motivation of X IPS Students of SMAN 1 Blega Bangkalan." Journal of Educational Sciences 6, no. 3 (2022): 487. http://dx.doi.org/10.31258/jes.6.3.p.487-497.

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This study is a research on product development of learning evaluation media based on Kahoot Social Studies lesson management material in class X SMAN 1 Blega Bangkalan. This study aims to (1) determine the media evaluation tool based on kahoot learning in class X student management materials. (2) Knowing the media motivation of Kahoot-based learning evaluation tool on management material in class X (3) Knowing the improvement of student X's learning on management material by using kahoot. This development research was conducted using the ADDIE model which consisted of several stages, namely a

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Murawski, Matthias, Md Tawhid Hasan, and Markus Bick. "Five Years of Kahoot! in the Classrooms – What does Research Tell Us?" EDEN Conference Proceedings, no. 1 (June 16, 2019): 509–17. http://dx.doi.org/10.38069/edenconf-2019-ac-0057.

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One of the current major trends in education is the integration of innovative technology. In this context, gamification – which encompasses the integration of game elements in non-gaming systems (Licorish, Owen, Daniel, George, 2018) – plays an important role. In this paper, we consider one specific game-based learning tool: Kahoot! (Existing literature uses both options, Kahoot and Kahoot!. We select the latter as the exclamation mark belongs to the term.), which can be classified as a student response system (Plump LaRosa, 2017). Although there are similar tools such as Socrative (www.socrat

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Cahyaningtyas, Melina, and Nur Chakim. "Revealing EFL Students’ Perception towards the Implementation of Kahoot! in Learning Narrative Text at the Secondary School Level." Prosodi 17, no. 1 (2023): 91–100. http://dx.doi.org/10.21107/prosodi.v17i1.14772.

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Information and communication technology development has been massive in the last decades. This development allows teachers to utilize internet based applications such as Kahoot! as a learning tool. This present study was conducted to reveal the perception of secondary level students about the use of Kahoot! in learning narrative text. The participants of this study are 66 students of a junior high school in Sidoarjo. The study uses the quantitative method to collect and analyze the data. This study shows that students see Kahoot! in a positive way. They find Kahoot! as a learning tool that ma

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Vianey, Rios Romero, Marron Ramos Domingo Noe, Ramirez Castillejo Griselda, Flores Zamorano Damaris Nathanael, and Ricardo Garcia Parada. "Implementation of Kahoot as a Didactic Tool for the Construction of Knowledge, Case Study: Subject "Process Engineering" of the Technological Institute of Milpa Alta." Global Academic Journal of Economics and Business 5, no. 02 (2023): 38–45. http://dx.doi.org/10.36348/gajeb.2023.v05i02.003.

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In this research project entitled "implementation of kahoot as a didactic tool for the construction of knowledge, case study: process engineering of the technological institute of milpa alta”. Its objective is: To implement Kahoot in the matter of process engineering. Subsequently, a satisfaction survey of the use of the Kahoot tool was implemented. It has a Cronbach's alpha of .958% which indicates that the answers are aligned with the objective. Where through the implementation, it was possible to verify that it is a practical, efficient and fun tool for university students of the Engineerin

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Mohammed Nuri, Hero Said, Sarkawt Muhammad Qadir, Rfaai Rashid Mohammed, and Alan Hoshyar Azaldin. "Perceptions of Postgraduate Students Towards the use of Kahoot as A Formative Assessment Tool in an English Language Course." Journal of University of Raparin 9, no. 5 (2022): 229–51. http://dx.doi.org/10.26750/vol(9).no(5).paper11.

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One of the transformations of the past decade has been the rapid and increased integration of the Internet and technological tools, particularly mobile-assisted learning (MAL) and gamification tool such as Kahoot, into EFL classrooms from across the world. Studies have shown that the gamified elements of such tools as Kahoot can enhance language learning performance and be utilised as influential teaching and assessment tools in language classrooms. Nevertheless, its application is yet quite new to EFL Kurdish classrooms; as observed, very few university instructors employ it. Furthermore, the

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Rahim, Mujeebur, Lubna Ali Mohamed, and Shams ul Haq. "Investigating the Perceptions of Primary School Students on Gamification-based Learning in Mathematics: A Descriptive Survey Study." Pakistan Journal of Humanities and Social Sciences 12, no. 3 (2024): 2521–34. http://dx.doi.org/10.52131/pjhss.2024.v12i3.2454.

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The main focus of this study is to investigate student perceptions about integrating gamification-based learning into the primary level of mathematics, specifically discussing teaching related to the example Kahoot framework. A descriptive survey design was used, targeting 27 5th-grade students from Boys High School Gorikote, who had previous engagement with or learning through gamification. The research sample was selected using a purposive sampling method. The data was gathered using a standardized questionnaire derived from prior research and verified by professionals. The data was assessed

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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 e

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Zulfa, Adelia Oktaviana. "EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning." Educalingua 2, no. 2 (2024): 106–18. http://dx.doi.org/10.26877/educalingua.v2i2.1214.

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Technology in education forces teachers to modify their teaching strategies by implementing gamification as a tool in teaching and learning process. Kahoot is a popular gamification tool in English learning. Using a qualitative research design, this study aimed to determine the EFL students' perception of the gamification tool in an English learning environment. Thirty-six (36) students of 10th grade from a public senior high school in Semarang, Central Java, Indonesia. The participants were asked to complete a closed-ended questionnaire using Google Forms to gain information about their perce

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Muttaqin, Dedy Ahsan. "Students’ Perception of Using Kahoot as an Online Assessment." Humanitatis : Journal of Language and Literature 11, no. 1 (2024): 89–98. https://doi.org/10.30812/humanitatis.v11i1.4532.

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Kahoot is an innovative assessment tool for education. This article examined students’ views on using Kahoot as a tool for teaching English in an online setting. This study employs a quantitative-descriptive approach. The study focused on a population of eighth-grade students enrolled in an English course consisting of 37 participants. This investigation utilized a Likert Scale and conducted interviews to gather data. The statements were categorized into five distinct forms: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD). As indicated by their score of 10

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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

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Mustagis, R. Muhammad Satria Gyas, Ramdani Hijayadi, Rufiani Rufiani, M. Teguh Al Mubarok, Jamilah Jamilah, and Dwiyani Pratiwi. "Benefits of Kahoot in Improving 7th Grade Junior Highschool English Vocabulary: Classroom Action Research in SMP Hamong Putera Ngaglik." English Education and Literature Journal (E-Jou) 4, no. 02 (2024): 69–78. http://dx.doi.org/10.53863/ejou.v4i02.1014.

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This Classroom Action Research investigates the advantages of employing Kahoot, A platform that teaches through games, in expanding one's vocabulary in English among 7th grade junior high school students at SMP Hamong Putera Ngaglik. The study found that Kahoot significantly enhances student improvement, motivation, and learning outcomes. It was observed that the use of Kahoot led to an increase in vocabulary scores, indicating its effectiveness as a learning tool. The study included before being tested, Kahoot! intervention, and a vocabulary post-test. This study examined if Kahoot! could imp

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Irwan, Irwan, and Atri Waldi. "Implementasi Kahoot! sebagai Inovasi Pembelajaran." Journal of Civic Education 2, no. 1 (2019): 126–40. http://dx.doi.org/10.24036/jce.v2i1.130.

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Penelitian ini bertujuan untuk menganalisis pemanfaatan platform Kahoot! sebagai media dalam pembelajaran Pendidikan Kewarganegaraan. Kahoot! merupakan web tool daring berbasis pendidikan yang dapat digunakan sebagai media asesmen mahasiswa. Metode penelitian yang digunakan yaitu metode campuran (mixed method) antara kualitatif dan metode kuantitatif. Metode kualitatif digunakan dalam menelaah pemanfaatan Kahoot! sebagai media pembelajaran perkuliahan. Sementara untuk mengukur efektivitas Kahoot! sebagai media pembelajaran maka digunakan metode kuantitatif. Objek penelitian ini yaitu mahasiswa

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Idowu, Adeleye, Muesser Nat, and Philip Siaw Kissi. "Student perception of usefulness and ease using Kahoot, a free web-based tool in a tertiary education setting." Acta Scientiarum. Technology 43 (August 20, 2020): e47347. http://dx.doi.org/10.4025/actascitechnol.v42i1.47347.

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Kahoot is a free web-based application, which allows tertiary educators to incorporate gamified learning environments in tertiary teaching and learning. However, there is a shortage of literature on student acceptance and effective use in a learning environment. Therefore, this paper added system interactivity, task-technology and learning-game conflict factor into the Technology Acceptance Model to investigate students intention and usage of Kahoot. Structural Equation Modelling SEM using LISREL was employed to analyze data collected from 250 randomly selected university students. The questio

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Ludovikus, Ludovikus, Ribka Sabarina Panjaitan, Yurita Mailintina, and Anselmus Sudirman. "ENGLISH LANGUAGE LEARNING AND TEACHING USING KAHOOT." Jurnal Muara Pendidikan 9, no. 1 (2024): 12–16. http://dx.doi.org/10.52060/mp.v9i1.1992.

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Globalization and the growth of technology have brought everyone a deep attachment to all human life and contexts. That situation also leads to a change toward using learning media and instruments that are more adaptive, especially in making the information obtained accessible. The research method used is a quantitative descriptive analysis method. The tool used is a descriptive analysis using the IBM SPSS 20.0 version. The result showed that the majority of respondents (58.9%) agreed with the effectiveness of Kahoot in English teaching and learning. This suggests that many students perceive K

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Jarrah, Adeeb M., Yousef Wardat, Patricia Fidalgo, and Nagla Ali. "Gamifying mathematics education through Kahoot: Fostering motivation and achievement in the classroom." Research and Practice in Technology Enhanced Learning 20 (May 20, 2024): 010. http://dx.doi.org/10.58459/rptel.2025.20010.

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This study investigates the usefulness of integrating the Kahoot application as an instructional tool to boost motivation and academic achievement among 10th-grade mathematics students in Abu Dhabi Emirate Schools. A sample of 60 10th-grade students was deliberately selected and randomly assigned to either an experimental group (30 students) instructed with Kahoot, or a control group (30 students) taught using traditional methods. A quasi-experimental approach was selected for this study to investigate a cause-and-effect relationship between the utilization of Kahoot in mathematical education

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Mdlalose, Noluthando, Sam Ramaila, and Umesh Ramnarain. "Using Kahoot! As A Formative Assessment Tool in Science Teacher Education." International Journal of Higher Education 11, no. 2 (2021): 43. http://dx.doi.org/10.5430/ijhe.v11n2p43.

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The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching a

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Fiani, Irma Nur, Mohammad Ahsanuddin, and Romyi Morhi. "The Effectiveness of Using Kahoot! Application as An Evaluation Tool in Arabic Vocabulary Learning at Madrasah Ibtidaiyah." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 4, no. 2 (2021): 243–56. http://dx.doi.org/10.22219/jiz.v4i2.17186.

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Kahoot application in learning can also help teachers to collect feedback from students, assess students’ learning understanding, and make surveys about problems that can be identified during learning. This research aimed to describe the effectiveness of using Kahoot! application as an evaluation tool in Arabic vocabulary learning for fifth-grade students at MI Al-Ma’arif 01 Margomulyo, Blitar. This research was qualitative with a One Group Pretest Posttest design – an experiment carried out in one group only without comparison. The samples of this research were the fifth-grade 25 students of

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Martínez-Jiménez, Rocío, Cristina Pedrosa-Ortega, Ana Licerán-Gutiérrez, M. Carmen Ruiz-Jiménez, and Elia García-Martí. "Kahoot! as a Tool to Improve Student Academic Performance in Business Management Subjects." Sustainability 13, no. 5 (2021): 2969. http://dx.doi.org/10.3390/su13052969.

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The new framework for learning requires the use of new technologies, such as m-learning or game-based learning programs. Gamification using this type of applications has been implemented in higher education contexts, enhancing students’ satisfaction, motivation, and class attendance. The present study refers to the introduction of new technologies and gamification through the use of the application Kahoot!, with the main objective being to analyze the relationship between the use of this gamification tool and the students’ learning results, which are measured by their academic marks. The resul

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Samboteng, Lukman, Bernadetha Nadeak, Girang Razati, Ali Zaenal Abidin, and Reza Saeful Rachman. "The Effectiveness of Pre-test and Post-test Using Kahoot in Increasing Students’ Attention." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (2023): 203–10. http://dx.doi.org/10.35445/alishlah.v15i1.2833.

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This study aims to determine the effectiveness of the Kahoot application as an evaluation tool for students in terms of student attention. This type of research is quantitative, with a one-shot case study design. The population in this study were all eighth-grade junior high school students, the sampling in this study was through purposive sampling, namely class 8.5. The research instrument consisted of an attention questionnaire through Google Forms and observations. The results of the study found that Kahoot was used in the pre-test and post-test to make students' attention more effective. T

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Oktaviani, Anggit Laesa. "Gamifying Education: Exploring Student Perceptions of Kahoot! As a Learning Medium." STAIRS: English Language Education Journal 5, no. 2 (2024): 88–97. https://doi.org/10.21009/stairs.5.2.1.

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This study investigates students' perceptions of Kahoot! as a learning medium for English at Sekolah Tinggi Bahasa Asing Technocrat. Employing a qualitative approach, the research gathers data through questionnaires, interviews, and observations. The sample includes 37 students from various academic years who have utilized Kahoot! in both online and offline English classes. The findings indicate a generally positive perception of Kahoot!. Based on the questionnaire results, 47.78% of students demonstrated high motivation to learn English using Kahoot!, attributing this to its competitive featu

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Podosynnikova, Hanna, and Tamara Glazunova. "Developing lexical competence of the 3-4 grade students using game-based learning platform «Kahoot!»." Scientific and methodological journal "Foreign Languages", no. 3 (October 3, 2024): 31–41. http://dx.doi.org/10.32589/1817-8510.2024.3.312472.

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The article examines the use of the game-based learning platform “Kahoot!” as a modern and effective tool for developing the English lexical competence of 3-4 grades students in general secondary education institutions. It explores the potential of the game platform “Kahoot!” for educational purposes in junior school, and highlights the relevance of research into gamification tools, particularly, the gaming platform “Kahoot!” as a motivating tool for effective vocabulary learning in English lessons. Grounded in the conceptual foundations of the New Ukrainian School, the competence model of edu

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Wiradinata, Rochanda, and Elis Yuningsih. "Utilization of Kahoot Application as a Learning Evaluation Tool on the Basics of Accounting Material for Service Companies in Class X." Jurnal Edusci 1, no. 3 (2024): 111–19. http://dx.doi.org/10.62885/edusci.v1i3.173.

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This study aims to determine the improvement of the Kahoot X application of as a learning evaluation tool on learning the basics of accounting and how students respond to the Kahoot application. In this study, using quantitative methods with an experimental method approach with a research design, one group pretest and one group posttest, with the population in this study being class X totaling 33 students, one class was taken as a purposive research sample. In the data collection technique in this study, using tests, namely pre-tests and post-tests, to find out how students improve and questio

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PINDOSOVA, Tamara. "KAHOOT! AS GAMIFICATION TOOL IN MARITIME ENGLISH LESSONS." Humanities science current issues 4, no. 61 (2023): 109–14. http://dx.doi.org/10.24919/2308-4863/61-4-18.

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Cortés-Pérez, Irene, Noelia Zagalaz-Anula, María del Carmen López-Ruiz, Ángeles Díaz-Fernández, Esteban Obrero-Gaitán, and María Catalina Osuna-Pérez. "Study Based on Gamification of Tests through Kahoot!™ and Reward Game Cards as an Innovative Tool in Physiotherapy Students: A Preliminary Study." Healthcare 11, no. 4 (2023): 578. http://dx.doi.org/10.3390/healthcare11040578.

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Background: Kahoot! is an educational tool allowing teachers to create a series of gamified tests with the aim of reinforcing educational content, thus improving the teaching-learning process. The objective of this project is to evaluate the acquisition of content through gamified tests with Kahoot! and reward cards compared to the traditional teaching methodology (contents not reinforced). Methods: This Physiotherapy Teaching Innovation Project (PTIP) was carried out in four subjects of the Degree in Physiotherapy at the University of Jaén (Spain). The teachers responsible for each subject we

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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-

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