Learner Engagement in Using Kahoot! within a University English Proficiency Course

Abstract

Background/purpose – Game-based learning is becoming increasingly popular among educators in higher institutions. However, it can be a daunting task for educators to ascertain which of the currently available game-based learning platforms best suits their learners’ needs. This study explored the suitability of Kahoot! as one of the most commonly used game-based learning platforms in education. The aim of study was to determine whether Kahoot! can be used to engage learners and reinforce learning for academic purposes in higher education institutions. Materials/methods – Data were collected among 80 science and technology undergraduate students enrolled to an “English for Academic Communication” course, which is compulsory for English language proficiency at the participant university. The students were exposed to the use of Kahoot! through several predetermined quizzes conducted during their lessons over a single 14-week semester. The study employed a two-part, 24-item, Likert-type scale administered via Google Forms. The questionnaire was assessed using Cronbach alpha reliability analysis, which yielded a score of .97, confirming the questionnaire to be a reliable instrument. Results – The study’s findings revealed that the participant students found Kahoot! to be fun, enjoyable, engaging, and interesting to use. Conclusion – The participant students also believed that Kahoot! was able to consolidate and reinforce learning in academic courses, which is integral to the higher education context in terms of creating better classroom dynamics.

Keywords

• kahoot!
• learner engagement
• game-based learning
• english for academic purposes