scholarly journals University Students’ Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology

2021 ◽  
Vol 10 (2) ◽  
pp. 1009-1022
Author(s):  
Víctor H. ◽  
Carlos Hervás-Gómez
Keyword(s):  
University Students ◽  
Mobile Technology ◽  
Learning Experiences ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Online Student ◽  
Response System

A Game-Based Student Response System

2022 ◽  
pp. 903-915
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

A Game-Based Student Response System

2020 ◽  
pp. 154-166
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

Developing and Evaluating Practical Methodological Guidelines for use of Student Response System in Teaching

2012 ◽  
pp. 90-104 ◽  
Author(s):  
Gabrielle Hansen-Nygård ◽  
Kjetil L. Nielsen ◽  
Trond M. Thorseth ◽  
John B. Stav
Keyword(s):  
Learning Process ◽  
Student Evaluation ◽  
Student Response ◽  
Student Response System ◽  
Online Student ◽  
Methodological Choices ◽  
Response System ◽  
Methodological Guidelines ◽  
Depth Interviews ◽  
Insight Into

This article presents methodological experiences and evaluation results obtained during introduction and testing of a new online student response system (SRS) for modern mobile devices at Sør-Trøndelag University College, in Norway. The aim of the test period was methodological development, based on student evaluation. Using in-depth interviews with students, awareness of how SRS was comprehended by the students in their learning process increased. Several methodological choices and practical challenges were faced when introducing SRS. The procedures and methodological choices were based on published experience and the authors’ assumptions. However, what was believed to be important pedagogical, were among the students perceived as positive but not in the way expected. The students have a clear perspective on their own learning process and gave insight into how SRS fit into their own learning process. Students’ perceptions regarding methodology, in combination with their own experience of learning, appear as a necessary ingredient for an appropriate implementation and use of SRS in teaching.

scholarly journals Five Years of Kahoot! in the Classrooms – What does Research Tell Us?

2019 ◽  
pp. 509-517
Author(s):  
Matthias Murawski ◽  
Md Tawhid Hasan ◽  
Markus Bick
Keyword(s):  
The United States ◽  
Fortune 500 ◽  
Student Response ◽  
Innovative Technology ◽  
Student Response System ◽  
Game Based Learning ◽  
Response System ◽  
Fortune 500 Companies ◽  
Exclamation Mark ◽  
Game Elements

One of the current major trends in education is the integration of innovative technology. In this context, gamification – which encompasses the integration of game elements in non-gaming systems (Licorish, Owen, Daniel, George, 2018) – plays an important role. In this paper, we consider one specific game-based learning tool: Kahoot! (Existing literature uses both options, Kahoot and Kahoot!. We select the latter as the exclamation mark belongs to the term.), which can be classified as a student response system (Plump LaRosa, 2017). Although there are similar tools such as Socrative (www.socrative.com), Kahoot! proved to be the most played one. As stated on the company website (https://kahoot.com/company/, accessed January 29, 2019), Kahoot! reached more than 70 million unique monthly active users at the end of 2017. Around 60% of them were from the United States of America but the tool has been played all over the world. There are 60 million games available, and a total of 2 billion players have played on the Kahoot! platform since its launch. Aside from classroom settings, 97% of Fortune 500 companies use Kahoot! as of October 2018. Kahoot! was founded in Norway and published in September 2013. Thus, when preparing this article in late 2018, it has been in the classrooms for around five years.

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