Students’ Perception on Game-Based Learning Using Technology: Kahoot! As a Case Study
Abstract
There have been studies which exploring students’ perception on the use of kahoot!. However, research on investigating students’ opinion on the implementation of kahoot and students’ recommendation for educational stake-holders is uncommon. This study relies on semi-structured interview data from 15 second-year students (10 female and 5 male) enrolling in the Introduction to Linguistics Class in English Education Department of STKIP Yapis Dompu. This study aims to explore the benefits of the use of kahoot, the barriers and students’ recommendation to educational stake-holders for improvement. The data were analysed using thematic analysis adapted from (Braun & Clarke, 2006) which consists of 6 steps. The finding of this paper suggested that the implementation of kahoot in learning process had four benefits: Firstly, Kahoot creates fun and interested learning atmosphere. Secondly, it riggers students’ attention and focus. Thirdly, it facilitates comprehension of material Taught. Lastly, Kahoot! fosters positive competitiveness among students. Additionally; there were two main barriers of using kahoot in this research: firstly, limitations on internet access. Secondly, not enough time to answer. The surprising conclusion of the research was that, all participants had never been exposed to game-based learning platform during their formal school (elementary and high school); they only were only exposed to game-based learning platform at this introduction to linguistics class. Therefore; all participants highly recommended to all lecturers and teachers to game-based learning platform in their teaching. This study relied on game-based learning platform kahoot. Therefore, similar study which explores other game-based learning platforms is highly recommended.
Downloads
References
Ahmad, A., Afrizal, J., & Wulandari, N. (2021). Persepsi Mahasiswa terhadap Penggunaan Kahoot di Perguruan Tinggi untuk Konteks Bahasa Inggris Sebagai Bahasa Asing. Geram (Gerakan Aktif Menulis), 9(1), 24–29. https://doi.org/10.25299/geram.2021.vol9(1).6536
Amalia, R., Nawir, M., & Nurindah. (2022). Efektivitas Penggunaan Kahoot Sebagai Media Evaluasi. Jurnal Riset Guru Indonesia (JRGI), 1(2), 56–62.
Bicen, H., & Kocakoyun, S. (2018). Perceptions of Students for Gamification Approach : Kahoot as a Case Study. IJET, 13(2), 72–93. https://doi.org/https://doi.org/10.3991/ijet.v13i02.7467 Huseyin
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Spsychology, 3(2), 78–101. https://doi.org/http://dx.doi.org/10.1191/1478088706qp063oa
Cameron, K. E., & Bizo, L. A. (2019). Use of the game-based learning platform KAHOOT ! to facilitate learner engagement in Animal Science students. Research in Learning Technology, 27(2225), 1–14. https://doi.org/doi.org/10.25304/rlt.v27.2225
Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system. In Digital arts, media and technology (ICDAMT), international conference on (pp. 178–182). IEEE
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage.
Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012. 12.020
Ghawail, E. A. Al, & Yahia, S. Ben. (2022). ScienceDirect Using the E-Learning Gamification Tool Kahoot ! to Learn Chemistry Principles in the Classroom. 26th International Conference on Knowledge-Based and Intelligent Information & Engineering 26th International Conference on Knowledge-Based and Intelligent Information & Engineering Systems (KES 2022), 207(Kes), 2667–2676. https://doi.org/10.1016/j.procs.2022.09.325
Halim, M. S. A. A., Hashim, H., & Yunus, M. M. (2020). Pupils’ Motivation and Perceptions on ESL Lessons through Online Quiz-Games. Journal of Education and E-Learning Research, 7(3), 229–234. https://doi.org/10.20448/journal.509.2020.73.229.234
Ismail, I. (2022). Motivational Orientation towards Learning English: The Case of Indonesian Undergraduate Students at University Utara Malaysia (UUM). Journal of English Language Teaching and Literature (JELTL), 5(2), 184–192. https://doi.org/10.47080/jeltl.v5i2.2188
Ismail, Suryaningsih, Taufik, & Marlina, L. (2022). Dompunese and Bimanese Common Idiom “Kalembo Ade”: Morphological, Syntactical, and Semantic Analysis. INTERACTION: Jurnal Pendidikan Bahasa, 9(2), 534–542.
Khairisya, T., & Daulay, S. H. (2022). Using Kahoot! as A Media in English Teaching : Students’ Perception. International Seminar on Language, Education, and Culture, August 27-28, 2022, 196–202.
Knott, E., Rao, A. H., Summers, K., & Teeger, C. (2022). Interviews in the social sciences. Springer Nature, 1–15. https://doi.org/10.1038/s43586-022-00150-6
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students ’ perception of Kahoot ! ’ s influence on teaching and learning. Research and Practise in Technology Enhanced Learning, 13(9), 2–23. https://doi.org/https://doi.org/10.1186/s41039-018-0078-8 RESEARCH
Lofti, T. M., & Pratolo, B. W. (2021). Students ’ Perceptions Toward The Use of Kahoot ! Online Game for Learning English. Ethical Lingua, 8(1), 276–284.
Mahbub, M. A. (2020). An Investigation Into Undergraduates Students’ Perception of Kahoot Mediated E-Assessment. Journal of English Education and Linguistics Studies (JEELS), 7(2), 269–296. https://doi.org/https://doi.org/10.1177/0539018414566670
Mahbubah, L., & Anam, S. (2022). Students’ Perceptions on The Implemention of Kahoot! in English Language Teaching. Lingua Scientia, 29(1), 23–32.
Marshall, MN. (1996). Sampling for qualitative research. Family Practice, 13(6), 522–525.
Özer, H. H. & Bicen, H. (2017) ‘The Effect of Gamified Learning Environment on Student Success’, International Joural of Scientific Study, vol. 5, no. 8, pp. 108–113. doi: 10.1108/ IJILT-02-2017-0009
Pino-james, N. (2017). Evaluation of a pedagogical model for student engagement in learning activities. Educational Action Research, 0792(August), 1–24. https://doi.org/10.1080/09650792.2017.1354771
Robiyati, I., Muin, A., & Amalia, I. (2020). Students ’ Perception toward the Use of Kahoot in Learning Phonology. Indonesian Journal of ENglish Studies (IJES), 1(1), 1–5.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149(January), 103818. https://doi.org/10.1016/j.compedu.2020.103818
Stoyanova, M., Tuparova, D., & Samardzhiev, K. (2016). Gamification in 11th grade mathematics lessons–one possible interactive approach. In International conference on interactive collaborative learning (pp. 41–53). Springer.
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227.
Zhang, Q., and Yu, Z. (2021). ”A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration”. Education and Information Technologies, 26(4), 4507-4535. https://doi.org/10.1007/s10639-020-10425-8
.png)
22.png)
