Kahoot! Predicts exam scores and promotes student engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael Joseph Figuccio ◽  
Marla Johnston
Keyword(s):  
Student Engagement ◽  
Child Development ◽  
Undergraduate Students ◽  
Best Practice ◽  
Game Based Learning ◽  
Final Exam ◽  
Content Type ◽  
E Learning ◽  
Exam Scores ◽  
Optimal Set

PurposeKahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.Design/methodology/approachSections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.FindingsKahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.Practical implicationsTo foster student engagement, instructors should consider incorporating game-based learning in their courses.Originality/valueThis study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

A comparative study of formal coaching and mentoring programmes in higher education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenni Jones ◽  
Helen A. Smith
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Business School ◽  
Best Practice ◽  
Application Process ◽  
Content Type ◽  
Record Keeping ◽  
Practice Recommendations ◽  
Matching Process ◽  
Two Phases

PurposeThe purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).Design/methodology/approachTwo similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.FindingsThe two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.Research limitations/implicationsThe research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.Practical implicationsThe results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.Originality/valueThere are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

Basic psychological needs satisfaction and student engagement: the importance of novelty satisfaction

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abderrahim Benlahcene ◽  
Amrita Kaur ◽  
Rosna Awang-Hashim
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Total Sample ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Content Type ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

PurposeThe purpose of this paper is to examine the associations between students' basic psychological needs satisfaction, including novelty satisfaction, and the four aspects of student engagement.Design/methodology/approachData were collected from a total sample of 743 undergraduate students from three public universities in northern Malaysia. Structural equation modelling (SEM) was used to analyse the data.FindingsCompetence and relatedness were positively related to the four aspects of student engagement, while autonomy satisfaction was found to relate to agentic engagement. Novelty satisfaction, on the other hand, is related positively with behavioural, emotional and cognitive engagement.Research limitations/implicationsThe results provide a new understanding on the importance of novelty satisfaction alongside existing needs in self-determination theory (SDT) in enhancing student engagement.Practical implicationsEducators are encouraged to develop strategies to provide novelty support and facilitate students' basic needs satisfaction in order to establish a motivational learning environment that vitalises students' engagement.Originality/valueThis study breaks new ground by testing the unique relationships of novelty satisfaction along with the psychological needs for autonomy, competence and relatedness, with the four aspects of student engagement in higher education.

Learning takes center stage as BT enters new global markets

2014 ◽  
Vol 22 (3) ◽  
pp. 7-10
Keyword(s):  
Best Practice ◽  
Development Programs ◽  
Learning And Development ◽  
Content Type ◽  
Technical Staff ◽  
Practice Approach ◽  
E Learning ◽  
Learning Pathways ◽  
It Training ◽  
Training Company

Purpose – The purpose of this paper is to observe how telecommunication giant BT has used e-learning to prepare more than 6,000 information technology (IT) and technical staff over the past 2 years to support a move into new markets. Design/methodology/approach – Reveals how the company met the challenges of rapidly improving the skills of IT and technical staff, standardized a best-practice approach to IT training across key lines of business and increased levels of staff engagement. Findings – Charts the creation of flexible learning and development programs known as accredited-learning pathways (ALPs), which have since been developed to cover wider areas of employee training at BT. Practical implications – Explains that ALPs now form a key part of BT’s strategic workforce improvement initiatives and are instrumental in embedding continuous learning and accreditation for IT skills. More than 6,000 people have completed ALP content since the program inception in 2011. Social implications – Reveals that the success of the program resulted in BT being awarded the Best IT Training accolade at the training company Skillsoft’s annual user conference in 2013, by a panel of independent industry experts. Originality/value – Provides the inside story of a key development initiative at a major international telecommunications company.

scholarly journals Using e‐learning for student sustainability literacy: framework and review

2013 ◽  
Vol 14 (4) ◽  
pp. 338-348 ◽  
Author(s):  
Susannah Diamond ◽  
Brian Irwin
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Tools ◽  
Content Type ◽  
Powerful Learning ◽  
Sustainability Literacy ◽  
E Learning ◽  
Sustainable Futures

PurposeThe paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approachA framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.FindingsE‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations/implicationsThe sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implicationsThe review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.Social implicationsThis shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Originality/valueThis paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

scholarly journals The effect of Kahoot on undergraduate student anxiety and confidence when studying statistics

2021 ◽  
Vol 19 (2) ◽  
Author(s):  
Amanda J Shaker ◽  
Pamela S Hurst ◽  
Ellen M Marshall
Keyword(s):  
Undergraduate Students ◽  
Help Seeking ◽  
Game Based Learning ◽  
Final Exam ◽  
Student Anxiety ◽  
Learning Platform ◽  
Study Experience ◽  
Survey Results ◽  
And Performance ◽  
The Impact

Many undergraduate students are required to study statistics, but often struggle understanding concepts, lack engagement, lack confidence, or feel anxious about statistics. Kahoot is a game-based learning platform that can be used to increase student engagement and learning through real-time quizzes. This study aimed to evaluate the use of Kahoot on improving students’ experience of studying statistics in an undergraduate (year 2) course. Pre and post Likert scale questionnaires (including Statistical Anxiety Measure - SAM) were used to collect student responses about their statistics study experience. Questions related to anxiety, confidence, and for the post quiz, additional questions on the impact of Kahoot on behavioural engagement. Post survey results indicate positive changes in students’ perceptions towards studying statistics in terms of anxiety and confidence. Kahoot was shown to have a significant and positive effect on student confidence and was also linked to lowered anxiety. Despite limited data, help-seeking anxiety explained over 50% of variation in final exam performance. Further research is recommended on the effect of Kahoot on student anxiety when studying statistics, particularly as it relates to confidence and performance.

Engage Me Through BigBlueButton

2021 ◽  
pp. 1-15
Author(s):  
Lejla Turulja ◽  
Amra Kapo ◽  
Merima Činjarević
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Student Perception ◽  
Value Theory ◽  
Learning System ◽  
Expectancy Value ◽  
Course Content ◽  
Course Rigor ◽  
E Learning

This study examines student engagement in an online environment concerning the perception regarding the course and the technology used. A research model was developed from the principal tenets of the expectancy-value theory to which values and expectations are assumed to influence how students build engagement. The model conjoins student perception related to course factors (content and rigor), technology factor (technology convenience), and student engagement (psychological, cognitive, emotional, and behavioral). The model was tested using a sample composed of 328 business undergraduate students taking the courses online using the BigBlueButton e-learning system due to the global emergency caused by the COVID-19 pandemic. Hence, respondents did not voluntarily choose the online teaching delivery method. The results imply that both course content and perceived technology convenience predict overall student engagement, while course rigor influences student cognitive, emotional, and behavioral commitment, but not psychological engagement.

Game-Based Learning in an Online Environment

2021 ◽  
pp. 828-846
Author(s):  
Stephen Ko ◽  
Eric Kong
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Online Learning Environment ◽  
Game Based Learning ◽  
Online Class ◽  
Online Distance Learning ◽  
Online Distance ◽  
Learning Team

A game-based learning team exercise was specifically designed as a teaching tool which aimed to unlock the black box of cultivating student engagement in an online learning environment. In the exercise, online distance learning students were divided into police and prisoner groups whereby they were required to use different resources for catching the prisoners or for escaping from the police on a virtual map. The team exercise helped to create an innovative online learning environment that was active, cooperative, and encouraged student engagement, these being some of the key elements to enhance the quality of student experience. To evaluate the effectiveness of this exercise, an experiment was conducted using survey data from undergraduate students in an online learning environment. Results showed that the online class with a team-based activity had significantly higher scores in students' behavioral engagement than the other online class without a team-based activity while the differences in cognitive and emotional engagements were not significant.

Unleashing the role of e-learning in student engagement practices and accounting professional competencies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munther Al-Nimer ◽  
Ghaith Alsheikh
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Structural Equation ◽  
Sem Analysis ◽  
Professional Competencies ◽  
Equation Modeling ◽  
Content Type ◽  
Mediating Role ◽  
E Learning

PurposePresently, there is a need for graduate students to be well prepared with accounting professional competencies (APCs) as the market is characterized by intensive activities and rare job opportunities. In relation to this is the significant role of student engagement (SE) practices and e-learning. Thus, the present study examined the mediating role of e-learning on the relationship between SE practices and APC, as well as the moderating role of student's demographics on the same relationship.Design/methodology/approachThe study used a structured questionnaire distributed to 428 accounting students enrolled in institutions in Jordan and the obtained response rate was 65.84%. The formulated hypotheses were tested using structural equation modeling in PLS-SEM analysis Version 3.2.7.FindingsOn the basis of the results, there is a significant relationship between SE and e-learning and APC, with e-learning partially mediating the SE-APC relationship. The results also showed that students' demographics have a significant moderating relationship between the same.Originality/valueThe author recommends that universities employ advanced technologies with SE practices for the mobilization of accounting graduate students, with the prerequisite APC skills so they will become competitive and thrive in their professional and practical lives.

scholarly journals Enhancing student engagement in business sustainability through games

2018 ◽  
Vol 19 (5) ◽  
pp. 858-876 ◽  
Author(s):  
Kay Emblen-Perry
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Experiences ◽  
Game Based Learning ◽  
Game Development ◽  
Content Type ◽  
Business Sustainability ◽  
Collaborative Learning Environment ◽  
The Uk

Purpose This paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement. Design/methodology/approach Students’ reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership. Findings Research findings suggest the SSG provides game-based learning within EfS that delivers “edutainment” within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students’ role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA’s core facets of student engagement through partnership. Research limitations/implications This practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS. Practical implications Game-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability. Originality/value Experiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.

Sign in / Sign up

Export Citation Format

Share Document