ANALYZING THE EFFICACY OF THE TESTING EFFECT USING KAHOOTTM ON STUDENT PERFORMANCE
By Darren H. Iwamoto, J. Hargis, Erik Jon Limtiaco Taitano, K. Vuong. 2017
123 citations recorded by the source corpus.
Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to address low high-stakes examination scores. This was accomplished through the introduction of an online quizzing application that utilized a game show-like user interface called Kahoot™. The results showed a significant difference in high-stakes examination scores for students who utilized Kahoot™ versus students who did not. It can be suggested that pedagogical tools like Kahoot™ have the potential to enhance and improve high-stakes examination scores at the college and university level. Students that used Kahoot™ felt positive about their experience. The results of this study also suggest that creating a fun and engaging environment also supports improved academic performance.
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/941e1301caba300c7518fee6edc6600e06cc8f97
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- The effect of using Kahoot! for learning - A literature review (2020, background): “Further studies report that students found Kahoot! to be helpful to prepare for the exam (Iwamoto et al., 2017), that Kahoot! increased their interest in learning more about what they had learned and that they told others about it (Budiati, 2017), that the students motivation and confidence…”