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.

Using an Application of Mobile and Wireless Technology in Arabic Learning System

2012 ◽  
pp. 171-186 ◽  
Author(s):  
Ahlam Sawsaa ◽  
Joan Lu ◽  
Zhaozong Meng
Keyword(s):  
Arab World ◽  
Arabic Language ◽  
Student Response ◽  
Student Response System ◽  
Mobile Service ◽  
Immediate Feedback ◽  
Response System ◽  
Huge Impact ◽  
Language Needs ◽  
Level Of Knowledge

Mobile and Wireless technologies has been used in various areas, and it begins to have a huge impact on how education takes place in several disciplines. This technology has been improved considerably, making mobile devices extraordinarily suitable and reasonable in M-Learning a reality. Wireless Response System (WRS) is a developed generation of Student Response System (SRS). It uses devices that enable students and trainers to provide definite responses to many questions during the lesson with an immediate feedback to the students about their level of knowledge and understanding. However, teaching in Arabic language needs some specific features which have been included in the existing WRS and the steps of implementing them are considered in this paper. The developed version of WRS seeks to increase the users’ interactions and engagement through adding a new function to WRS which is Arabic language. Nevertheless, some universities and institutes in Arab world signed strategic corporations with mobile service providers to start this type of services for their education branches. This paper contains an analysis of ICT penetration and the level of m-learning environments in Arabic countries.

scholarly journals Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies

2020 ◽  
Vol 12 (12) ◽  
pp. 4822 ◽  
Author(s):  
José-María Campillo-Ferrer ◽  
Pedro Miralles-Martínez ◽  
Raquel Sánchez-Ibáñez
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Learning Experience ◽  
Student Response ◽  
Student Response System ◽  
Response System ◽  
Quasi Experimental ◽  
Key Competencies

This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.

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.

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair
Keyword(s):  
Student Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Technology Enhanced Learning ◽  
Response System ◽  
Qualitative Thematic Analysis ◽  
Template Analysis ◽  
Depth Analysis

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

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