Kahoot as an Assessment Tools: Students' Perception of Game-based Learning Platform

Nurul Iman, Munasprianto Ramli, Nanda Saridewi

Abstract


This study aims to determine students' perception of game-based learning platform as a learning evaluation medium. The approach used in this research is descriptive quantitative, and qualitative—the instrument used in the form of a questionnaire containing 22 questions and interviews. The research was conducted in two analytical chemistry classes at a public university in Indonesia. Researchers used Kahoot every two weeks over four months as a tool for formative assessment. Three students from each class were interviewed to explore their experiences and perceptions of Kahoot. Questionnaire data were processed using descriptive statistics, while data from interviews were analyzed using thematic analysis. The findings show that chemistry education students' perception of game-based learning platform as a learning evaluation medium is quite good. Students also perceived that Kahoot provided a challenge in learning. Kahoot is also a fun and exciting assessment medium for students. In addition, students feel that their learning motivation has increased in preparing the material to be tested, so direct feedback from Kahoot is very effective in correcting mistakes.


Keywords


Perception; Evaluation; Game-based Learning Platform; Kahoot

Full Text:

PDF

References


Al-hadithy, T., & Ali, S. 2018, ‘Gamification In Learning English For Academic Purposes: Designing Assessment For Learning Using Kahoot With Uae Undergraduate Law Students’, International Journal of Management and Applied Science, vol. 4, no. 5, pp. 66-70.

Antara, 2018, Hanya 40 Persen Guru Melek Teknologi, viewed 04 Desember 2019

Becker, K. 2007, Digital game-based learning once removed: Teaching teachers, British Journal of Educational Technology, vol. 38 no. 3, pp. 478-488.

Bicen, H., & Kocakoyun, S. 2017, Determination of university students' most preferred mobile application for gamification, World Journal on Educational Technology: Current

Bennett, R., 2011. Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), pp.5-25.

Bicen, H. and Kocakoyun, S., 2018. Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (iJET), 13(02), p.72.

Boden, G. and Hart, L., 2018. Kahoot - Game Based Student Response System. Compass: Journal of Learning and Teaching, 11(1).Issues, vol.9 no. 1, pp. 18-23.

Black, P. and Wiliam, D., 2018. Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), pp.551-575.

Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G. and Molloy, E., 2016. Reframing assessment research: through a practice perspective. Studies in Higher Education, 43(7), pp.1107-1118.

Braun, V., & Clarke, V. 2006, ‘Using Thematic Analysis in Psychology’, Qualitative Research in Psychology, vol. 3, pp. 77-101.

Cameron, K. and Bizo, L., 2019. Use of the game-based learning platform KAHOOT! to facilitate learner engagement in Animal Science students. Research in Learning Technology, 27(0).

Cetin, H. S. 2018, ‘Implementation of the Digital Assessment Tool ‘Kahoot!’ in Elementary School’, International Technology and Education Journal, vol. 2 no. 1, pp. 9-20.

Chaiyo, Y., & Ranchana, N. 2017, ‘The Effect of Kahoot, Quizizz and Google forms on the Student's Perception in the Classrooms Response System’, International Conference on Digital Art, Media and Tecnology, pp. 178-182.

Clark, R., & Mayer, R 2008, eLearning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, Pfeiffer. San Francisco.

Dellos, R. 2015, ‘Kahoot!! A digital game resource for learning’, International Journal of Instructional Technology and Distance Learning, vol. 12 no. 4, pp. 49-52.

Dichev, C. and Dicheva, D., 2017. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1).

Dixson, D. and Worrell, F., 2016. Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), pp.153-159.

Donkin, R. and Rasmussen, R., 2021. Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education. Anatomical Sciences Education, 14(5), pp.572-585.

E. Owen, H. and A Licorish, S., 2020. Game-Based Student Response System: The Effectiveness of Kahoot! on Junior and Senior Information Science Students’ Learning. Journal of Information Technology Education: Research, 19, pp.511-553.

Furtak, E. and Ruiz-Primo, M., 2008. Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts. Science Education, 92(5), pp.799-824.

Holbrey, C., 2020. Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres. Technology, Pedagogy and Education, 29(2), pp.191-202.

Indonesia, A. P. 2018, Penetrasi & Profil Perilaku Pengguna Internet Indonesia Survey 2018, Polling Indonesia. Jakarta.

Ismail, M. A.-A., & Mohammad, J. A.-M. 2017, ‘Kahoot!: a promising tool for formative assessment in medical education’, Education in Medicine Journal, vol. 9 no. 2, pp. 19–26.

Iwamoto, D., Hargis, J., Taitano, E. J., & Vuong, K. 2017, ‘Analyzing The Efficacy Of The Testing Effect Using Kahoot! On Student Performance’, Turkish Online Journal of Distance Education, vol. 18 no. 2, pp. 80-93.

Jones, S., Katyal, P., Xie, X., Nicolas, M., Leung, E., Noland, D. and Montclare, J., 2019. A ‘KAHOOT!’ Approach: The Effectiveness of Game-Based Learning for an Advanced Placement Biology Class. Simulation & Gaming, 50(6), pp.832-847.

Khaleel, F., Ashaari, N. and Tengku Wook, T., 2020. The impact of gamification on students learning engagement. International Journal of Electrical and Computer Engineering (IJECE), 10(5), p.4965.

Kibble, J., 2017. Best practices in summative assessment. Advances in Physiology Education, 41(1), pp.110-119.

Kim, Y., 2021. The Effect of Multi-faceted Learning by Application Game-based Student Response System in Nursing Education : Focusing on Kahoot!. Journal of the Korea Entertainment Industry Association, 15(4), pp.255-265.

Kirew, 2014, Results from using various quiz-approaches in class, viewed 05 Juli 2019,

Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. 2017, ‘“Go Kahoot!” enriching classroom engagement, motivation and learning experience with games’, In Proceedings of the 25th International Conference on Computers in Education(ICCE 2017), pp. 755-764.

Moore, L., 2019. Using Kahoot Jumble to Teach Prioritization. Nurse Educator, 45(1), pp.29-29.

Muskin, J. A. 2017, Continuous Assessment for Improved Teaching and Learning: A Critical Review to Inform Policy and Practice, Current and Critical Issues in Curriculum, Learning and Assessment, IBE-UNESCO.

Ningrum, G. D. 2018, ‘Studi Penerapan Media Kuis Interaktif Berbasis Game Edukasi Kahoot! Terhadap Hasil Belajar Mahasiswa’, Jurnal Ilmiah Ilmu Pendidikan, vol. 9 no. 1, pp. 22-28.

Pryor, J. and Crossouard, B., 2008. A socio‐cultural theorisation of formative assessment. Oxford Review of Education, 34(1), pp.1-20.

Ramli, Munasprianto., Yohana, M.P., & Islami, A. Z 2018, ‘Game Based Learning Platform as a Tool for Assessment in Chemistry Education: Students’ Experiences and Perspectives’, ICONQUHAS & ICONIST Proceeding of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science, and Technology

Smiderle, R., Rigo, S., Marques, L., Peçanha de Miranda Coelho, J. and Jaques, P., 2020. The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1).

Simarmata, J. 2010, Rekayasa Web, Andi Offset. Yogyakarta.

Sugiyono 2011, Metode Penelitian Kombinasi (Mix Methods), Alfabeta. Bandung.

Wang, A. I., & Lieberoth, A, 2016, The Effect of Points and Audio on Concentration, Engagement, Enjoyment, Learning, Motivation, and Classroom Dynamics Using Kahoot!, In Proceedings from the 10th European Conference on Games Based Learning, pp. 738-747.

Weurlander, M., Söderberg, M., Scheja, M., Hult, H. and Wernerson,

A., 2012. Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), pp.747-760.

Wichadee, S., & Pattanapichet, F. 2018, ‘Enhancement Of Performance And Motivation Through Application Of Digital Games In An English Language Class’, Teaching English with Technology, vol. 18 no. 1, pp. 77-92.

Zarycka, P. E 2016, ‘Kahoot! It or Not? Can Games Be Motivating in Learning Grammar? Teaching English with Technology, vol.16, no.3, 17-36.




DOI: http://dx.doi.org/10.30870/jppi.v7i2.8304

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Jurnal Penelitian dan Pembelajaran IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License

Jurnal Penelitian dan Pembelajaran IPA is licensed under a Creative Commons Attribution 4.0 International License

Copyright © 2024 Jurnal Penelitian dan Pembelajaran IPA. All rights reserved.