Evaluating the efficacy of Kahoot as a computer-assisted language learning tool in higher education
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.01.11Keywords:
assessment, computer tools, distance learning, institutional efficiency, teacher training.Abstract
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 made possible by the app's ability to vary the learning tool depending on the needs of the students, which encouraged their active participation in the learning process. The effectiveness of Kahoot as a tool in higher education for learning foreign languages is promising. Its engaging and interactive format, instant feedback, and collaborative learning opportunities make it a valuable tool for enhancing language learning. However, it is important for teachers to be aware of its limitations and complement it with other activities to ensure comprehensive language development. Overall, Kahoot can be a valuable addition to the language learning toolkit in higher education.
References
Alharthi, S. (2020). Assessing Kahoot's Impact on EFL Students' Learning Outcomes. TESOL International Journal, 15(5), 31-64. https://eric.ed.gov/?id=EJ1329509
Bakhmat, N., & Smorgun, M. (2022). On the role of digitalization and globalization for the development of mobile video games in the education of the future: trends, models, cases. Futurity Education, 2(4), 63-74. https://doi.org/10.57125/FED.2022.25.12.07
Cárdenas-Moncada, C., Veliz-Campos, M., & Veliz, L. (2020). Game-based student response systems: The impact of Kahoot in a Chilean vocational higher education EFL classroom. CALL-EJ, 21(1), 64-78. https://acortar.link/PRLNJs
Chernova, T., Nemesh, V., & Togachynska, O. (2023). Digital Approach in Pedagogy and Psychology of the Future: Trends, Globalization Challenges. Futurity Education, 3(2), 134-143. https://doi.org/10.57125/FED.2023.06.25.09
DeMatthews, D., Reyes, P., Solis Rodriguez, J., & Knight, D. (2023). Principal perceptions of the distance learning transition during the pandemic. Educational Policy, 37(3), 653-675. https://doi.org/10.1177/08959048211049421
Dobrovolska, N., Moroz, L., Shpak, M., Tsekhmister, Y., & Vovchenko, O. A. (2021). Мotivational mechanisms of emotional intelligence development in рracticing psychologists. AD ALTA: Journal of Interdisciplinary Research, 11(21), 54-59.
Garvasiuk, O. V., Namestiuk, S. V., Tkachuk, S. S., Guz, L. O., Velyka, A. Y., & Lapa, G. M., Vasylivna, H. O., Valeriivna, N. S., Serhiivna, T. S., Oleksandrivna, O.L., Yaroslavivna, V. A., & Mykolayivna, H. L. (2023). The effectiveness of interactive methods in the educational process. Clinical and experimental pathology (scientific and medical journal). http://dspace.bsmu.edu.ua/handle/123456789/21509
Iskakova, M. (2023). Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs. Futurity of Social Sciences, 1(1), 4-20. https://doi.org/10.57125/FS.2023.03.20.01
Ivaniuk, I. V., & Ovcharuk, O. V. (2020). The response of Ukrainian teachers to СOVID-19: challenges and needs in the use of digital tools for distance learning. Information Technologies and Learning Tools, 77(3), 282-291. https://doi.org/10.33407/itlt.v77i3.3952
Kasap, T. (2023). The effects of using kahoot! as a digital tool on enhancing english vocabulary of secondary school students’ learning english as a foreign language (Doctoral dissertation), Bursa Uludag University, Turkey. https://www.proquest.com/openview/9a2f841688711af75639fc19bf2f73e2/1?pq-origsite=gscholar&cbl=2026366&diss=y
Kharytonov, E., Kharytonova, O., Kolodin, D., Tkalych, M., Larkin, M., Tolmachevska, Y., Rojas-Bahamon, M. J., Arbeláez-Campillo, D. F., & Panchenko, O. I. (2021). Distance learning in the conditions of Covid-19: problems and prospects of their solution. Amazonia Investiga, 10(48), 157-169. https://doi.org/10.34069/AI/2021.48.12.17
Kiyançiçek, E., & Levent, U. Z. U. N. (2022). Gamification in English Language Classrooms: The Case of Kahoot! Science Education Art and Technology Magazine, 6(1), 1-13. https://dergipark.org.tr/en/pub/bestdergi/issue/68795/1063362
Lin, H. M., Wu, J. Y., Liang, J. C., Lee, Y. H., Huang, P. C., Kwok, O. M., & Tsai, C. C. (2023). A review of using multilevel modeling in e-learning research. Computers & Education, 198, 104762. https://doi.org/10.1016/j.compedu.2023.104762
Lin, J. W., Tsai, C. W., & Hsu, C. C. (2023). A comparison of computer-based and game-based formative assessments: a long-term experiment. Interactive Learning Environments, 31(2), 938-954. https://doi.org/10.1080/10494820.2020.1815219
Martynenko, M., Losheniuk, O., Demchenko, H., & Osypenko, N. (2023). Developing and implementing digital marketing strategies of the future: toward improving product quality and competitiveness. Futurity Economics & Law, 3(1), 63-84. https://doi.org/10.57125/FEL.2023.03.25.07
Mgonja, M. R., & Kambuga, Y. M. (2023). “Play is Play” and “Learning is Learning”: Beliefs and Practices Linked to Pre-Primary Children’s Play and Learning in Tanzania. Futurity Education, 3(4), 183-197. https://doi.org/10.57125/FED.2023.12.25.11
Namestiuk, S. (2022). On the issue of teaching psychological and pedagogical disciplines at universities using immersive technologies. Futurity Education, 2(2), 36-45. https://doi.org/10.57125/FED/2022.10.11.27
Nguyen, T. T. T., & Yukawa, T. (2019). Kahoot with smartphones in testing and assessment of language teaching and learning, the need of training on mobile devices for Vietnamese teachers and students. International Journal of Information and Education Technology, 9(4), 286-296. https://www.ijiet.org/vol9/1214-JR328.pdf
Orhani, S. (2023). Philosophy of e-learning vs m-learning. Futurity Philosophy, 2(4), 4-23. https://doi.org/10.57125/FP.2023.12.30.01
Ovcharuk, O. (2020, October). Attitude of Ukrainian Educators toward the Use of Digital Tools for Teaching and Professional Development: Survey Results. In ICTERI Workshops (pp. 746-755). https://ceur-ws.org/Vol-2732/20200746.pdf
Ovcharuk, O. V., Gurzhii, A. M., Ivaniuk, I. V., Kartashova, L. A., Hrytsenchuk, O. O., Vakaliuk, T. A., & Shyshkina, M. P. (2022, March). The use of digital tools by secondary school teachers for the implementation of distance learning in the context of digital transformation in Ukraine. In CTE Workshop Proceedings (Vol. 9, pp. 16-27). https://acnsci.org/journal/index.php/cte/article/view/96
Rakhimov, T., & Mukhamediev, M. (2022). Implementation of digital technologies in the medicine of the future. Futurity Medicine, 1(2), 14-25. https://doi.org/10.57125/FEM.2022.06.30.02
Tao, Y., & Zou, B. (2023). Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning, 36(8), 1668-1687. https://doi.org/10.1080/09588221.2021.2011323
Tsekhmister, Ya., Malatsai, I., Nechitaylo I., Yemelyanova, O., Korol O., & Statsenko, N. (2022). Current trends and current problems of training of education manager. Financial and Credit Activity Problems of Theory and Practice, 6 (41), 556-563. https://doi.org/10.18371/fcaptp.v6i41.251532
Tsekhmister, Y. V., Kotyk, T. M., Matviienko, Y. S., Rudenko, Y. A., & Ilchuk, V. V. (2021). The effectiveness of augmented reality technology in STEAM education. Apuntes Universitarios, 12(1), 250-267. https://doi.org/10.17162/au.v11i5.932
Tsekhmister, Y., Konovalova, T., & Tsekhmister, B. (2022). Quality control of educational process in the lyceum of medical profile when learning in distance mode during the COVID-19 pandemic. Amazonia Investiga, 11(57), 121-132. https://doi.org/10.34069/AI/2022.57.09.13
Tsoli, K. (2023). Perception of Teachers on Entrepreneurial Education Before and After the Implementation of a Pilot Program. Futurity Education, 3(3), 182-199. https://doi.org/10.57125/FED.2023.09.25.10
Vasylyuk-Zaitseva, S., Kosenyuk, H., Tanasiichuk, I., & Boyko, J. (2023). Application of Artificial Intelligence in Ukrainian Education of the Future. Futurity Education, 3(3), 79-107. https://doi.org/10.57125/FED.2023.09.25.05
von Lautz-Cauzanet, E. (2018). Mobile supported teacher training in Sub-Saharan Africa. Which contributions and how to analyze them? (Doctoral dissertation), Paris Saclay University (COMUE). https://theses.hal.science/tel-01804997/
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
Yolida, B., & Marpaung, R. R. T. (2023). The Media Puzzle Assisted Guided Inquiry Model: Its Use of Students’ Critical Thinking Skills. Futurity Education, 3(1), 117-125. https://doi.org/10.57125/FED.2023.25.03.09
Yuzyk, O., Mazaikina, I., Bilanych, H., & Yuzyk, M. (2019). Quality of higher education in Ukraine and Poland: comparative aspects. Comparative professional pedagogy, 9(1), 66-74. https://doi.org/10.2478/rpp-2019-0008
Zhorova, I., Kokhanovska, O., Khudenko, O., Osypova, N., & Kuzminska, O. (2022). Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School. Educational technology quarterly, 2022(1), 56-72. https://acnsci.org/journal/index.php/etq/article/view/11
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Iryna Lopatynska, Olha Bratanych, Iryna Biletska, Viktoriia Cherednychenko, Dariia Pustovoichenko
This work is licensed under a Creative Commons Attribution 4.0 International License.
