The Potential of Using Kahoot to Empower EFL Learners : An Experience of Game-based Learning
محورهای موضوعی : Research in English Language Pedagogy
Mohammad Bagher Khatibi
1
(
Department of Teaching English as a Foreign Language, Farhangian University, Tehran, Iran
)
Alireza Badeleh
2
(
Department of Educational Technology, Farhangian University, Tehran, Iran.
)
کلید واژه: Digital Games, Game-Based Learning, Kahoot, English for Academic Purposes (EAP), Language Skill Performance,
چکیده مقاله :
These days, educationists and students are growing enthusiasm for digital learning which is based on pedagogical games. A review of the body of research confirms that these online instructional games are efficient at getting the learners involved in the learning process. The present research investigates using an online educational game-based platform called Kahoot to enhance learning English for Academic Purposes (EAP) and sustains the hypothesis that it enriches the traditional, teacher-centered classrooms by having EFL learners more engaged, motivated, and involved. Applying a mixed-method study, around 100 EFL undergraduates were surveyed and evaluated based on a semester-long involvement in Kahoot games in an EAP course. The subjects were interviewed for their perceptions of using Kahoot and also evaluated statistically by their performance on the achievement test of the course. The findings of the project confirm an enhancement of the EFL learners' language skill performance. Furthermore, Kahoot helped EFL learners experience a high degree of engagement in comparison with traditional teaching methods. Besides, new horizons toward the future of application of Kahoot in EFL learning are discussed. Consequently, both parts of the study i.e., qualitative and quantitative, approved that playing Kahoots, as a platform for game-based learning, was highly engaging, educationally helpful, and motivating.
Andrew, S., & Carman, N., (2014). Analysis of gamification in education. Simon Fraser University.
Ariffin, M. M. (2012). Towards digital game-based learning (DGBL) in higher education (HE):
The educators' perception. Developing Country Studies, 2(11), 228–236.
Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86–107.
Barber, C., & Smutzer, K. (2017). Levelling for success: Gamification in IS education. Twenty-third Americas Conference on Information Systems.
Bogost, I. (2007). Persuasive games the expressive power of videogames. MIT Press.
Belloti, F., Ott, M., Arnab, S., Berta, R., deFreitas, S., Kiili, K., & Gloria, A. D. (2011). Designing serious games for education: From pedagogical principles to game mechanisms. In D. Gouscos & M. Meimaris (Eds.), Proceedings of the 5th European Conference on game based learning. Reading, England: Academic Publishing Limited.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566–575.
Cowan, N. (2010). The magical mystery four: How is working memory capacity limited, and why? Current Directions in Psychological Science, 19(1), 51–57.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.
Epper, R. M., Derryberry, A., & &Jackson, S. (2012). Game based learning: Developing an institutional strategy. Educause Research Bulletin. Retrieved from https://net.educause.edu/ir/library/pdf/ERB1208.pdf
Ford, J. K., and Meyer, T. (2013). Advances in training technology: Meeting the workplace challenges of talent development, deep specialization, and collaborative learning. In L. T. Convert (Ed.), The psychology of workplace technology, 43–76. Routledge.
Godwin, J. R. (2014). Games in language learning: Opportunities and challenges. Language Learning and Technology, 18(2), 9–19.
Goethe, O. (2019). Immersion in games and gamification. In Human– Computer Interaction Series. Springer International Publishing,107-117.
Granic, I., Lobel, A., Engels, R., Anderson., & Norman, B. (2014). The benefits of playing video
games. American Psychologist, 69(1), 66–78.
Hainey, T., Connolly, T., Stansfield, M., & Boyle, E. (2011). The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level. Computers & Education, 57(4), 2197–2211.
Jaipal-Jamani, K., & Figg, C. (2014). A framework for TPACK-in-Practice: Designing professional learning contexts to develop teacher knowledge of technology-enhanced teaching (TPACK). In N. Valanides & C. Angeli (Eds.), Exploring, developing, and assessing TPCK (pp. 137–164). Springer Publications.
Johnson, R. B., & Christensen, L. B. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). SAGE.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.
Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). The 2010 Horizon Report: K-12 Edition. The New Media Consortium.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley and Sons.
Khine, M. S. (2011). Let the game begin. In M. S. Khine (Ed.), Learning to play: Exploring the future of education with video games (pp. 1–8). Peter Lang Publishing.
Kickmeier-Rust, M. D., Gobel, S., & Albert, D. (2008). 80Days: Melding adaptive educational technology and adaptive and interactive storytelling in digital educational games. In R. Klamma (Eds.), Proceedings of the First International Workshop on Story-Telling and Educational Games (STEG’08)—The power of narration and imagination in technology enhanced learning. Maastricht, the Netherlands. Retrieved from http://www.eightydays.eu/Paper/STEG08a.pdf
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24.
Knodel, L. (2016, February 26). Teacher uses Kahoot! To enhance instruction. Dayton Daily
News (Dayton, OH). Retrieved from http://www.daytondailynews.com/news/news/local/teacher-uses-kahoot-to-enhance-instruction/nqYjM/
Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-
secondary level. Issues and Trends in Educational Technology, 3(2). University of Arizona Libraries. Retrieved June 22, 2021 from https://www.learntechlib.org/p/171075/.
McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., & McVay, A. (2012). A literature review of gaming in education. Retrieved from Pearson website: http://researchnetwork.pearson.com/wpcontent/uploads/Lit_Review_of_Gaming_in_Education.pdf
Mekler, E. D., Brühlmann, F., Tuch, A. N., and Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behaviour, 71, 525–534.
Nadolny, L., & Halabi, A. (2015). Student participation and achievement in a large lecture course with game-based learning. Simulation & Gaming, 47(1), 51–72.
Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54(2), 498–505.
Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest
evidence and future directions (NFER Research Program: Innovation in Education). Slough, England: National Foundation for Educational Research. Retrieved from https://www.nfer.ac.uk/publications/GAME01/GAME01.pdf
Peterson, M. (2013). Recent studies on computer gaming in CALL: An analysis of findings. Computer Games and Language Learning, 73–100.
Pivec, M. (2007). Editorial: Play and learn: Potentials of game-based learning. British Journal of
Educational Technology, 38(3), 387–393.
Pivec, M., Oziabenko, O., & Schinnerl-Beikircher, I. (2014). Aspects of game-based learning.CiteSeerx, 1, 10. doi:10.1.1.97.8613
Raitskaya, L., Tikhonova, E. (2019). Gamification as a Field Landmark in Educational Research. Journal of Language and Education, 5(3), 4-10.
Reiners, T., &Wood, L. (2015). Gamification in Education and Business. Springer International Publishing.
Shute, V.J., & Ke, F., (2012). ‘Games, learning, and assessment’, in D. Ifenthaler, D. Eseryel and X. Ge (Ed.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 43–58). Springer.
Singer, N. (2016, April 6). Kahoot app brings urgency of a quiz show to the classroom. The New York Times. Retrieved from http://www.nytimes.com/2016/04/17/technology/kahoot-app-brings-urgency-of-a-quiz-show-to-the-classroom.html
Stewart, J., Bleumers, L., All, A.,Mari€en, I., Schurmans, D., Van Looy, J., & Centeno, C. (2013). The potential of digital games for empowerment and social inclusion of groups at risk of social and economic exclusion: Evidence and opportunity for policy (AA INFSO/SMART 2011/0054—JRC 32397-2011). Retrieved from Publications Office website: http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/documents/DGEID1MainReportFINALforweb.pdf
Tsai, C.-W., & Fan, Y.-T. (2013). Research trends in game-based learning research in online learning environments: A review of studies published in SSCI-indexed journals from 2003 to 2012. British Journal of Educational Technology, 44(5), E115–E119.
Ulicsak, M. (2015). Games in education: Serious games. Retrieved from http://media.futurelab.org.uk/resources/documents/lit_reviews/Serious-ames_Review.pdf
Van Eck, R. (2015). Digital game-based learning: Still restless, after all these years. Educause, 50, 13–28.
Van Eck, R., & Hung, W. (2010). A taxonomy and framework for designing educational games to promote problem solving. Paper presentation at the Videogame Cultures & the Future of Interactive Entertainment Annual Conference of the Inter-Disciplinary. net Group, 7–9 July 2010, Mansfield College, Oxford, England. Retrieved from https://docplayer.net/19298628-A-taxonomy-and-framework-for-designing-educational-games-to-promote-problem-solving-richard-van-eck-university-of-northdakota.html
Zarraonandia, T., Diaz, P., Aedo, I., & Ruiz, M. R. (2014). Designing educational games through
a conceptual model based on rules and scenarios. Multimedia Tools and Applications, 74(13), 4535–4559.
