Students’ perception of Kahoot!’s influence on teaching and learning

TLDR

Technology is increasingly integrated into teaching to enhance engagement and motivation, and game‑based student response systems have been shown to foster engagement, improve classroom dynamics, and enhance learning experiences. The study investigates students’ experience using Kahoot! in an Information Systems Strategy and Governance course at a research‑intensive university in New Zealand. Semi‑structured interviews with students were conducted to assess how Kahoot!

Abstract

Technology is being increasingly integrated into teaching environments in view of enhancing students' engagement and motivation. In particular, game-based student response systems have been found to foster students' engagement, enhance classroom dynamics and improve overall students' learning experience. This article presents outcomes of research that examined students' experience using a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. We conducted semi-structured interviews with students to learn about the extent to which Kahoot! influence classroom dynamics, motivation and students' learning process. Key findings revealed that Kahoot! enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. Our findings also suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies.