International Journal of Academic Research in Business and Social Sciences

search-icon

Let’s Kahoot! For Diverse Time and Place

Open access
Blended learning allows one to approach a complex problem with reason, it creates ample opportunities for learners and educators to communicate at different levels. Learners become motivated and hence productive. A form of blended learning that makes use of gamification is Kahoot! Educators and learners are easily able to comprehend this software as it is similar to that of computer games whereby the focus is on education. The study was carried out brings forth a few positive as well as negative implications of Kahoot! in a classroom. Kahoot! was carried out on a class of 22 first year diploma students and personal interviews were carried out. The major finds were that 100% of the students expressed interest in Kahoot! as a learning tool. The idea of using gamification to teach a theoritical subject was well received by the the students. They were self motivated to attain and maintain their scores. The scoreboard ensures that they keep track and work at improving their scores which differes from the conventional methods of assessments. Kahoot! adds vivacity, encourages student involment, and provides intelectual supporrt to higher education classrooms in which limited instructor or student training is required. On the downside, the students were extremely frustrated due to ineffectiveness of the gamification method due to technical glitches such as the speed of the Internet connection. The study made a significant contribution in promoting Education 4.0 and encouraging lecturers to be technologically advanced As per theory and research, blended learning is encapsulated as the combination of the positive effects of traditional teaching and teaching done through technology and both practices actually complete each other.
Fook, C.Y. dan Sidhu, G. K. (2007). Peranan teknologi maklumat terhadap peningkatan
motivasi pembelajaran di kalangan pelajar universiti. MEDC Journal, Vol 2. accessed 15 June
2017 dari http://www.medc.com.my/medc/journals/contentbi2.htm.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95-105.
Kyoko, J. (2015). Engaging and assessing students with Technology: A review of Kahoot!: Delta Kappa Gamma Bulletin.
Lass, D. Morzuch, B. dan Rogers, R. (2007). Teaching with Technology to Engage Students and Enhance Learning. Working Paper No. 2007-1, University of Massachusetts Amherst
Leiner, B.M., Cerf, V.G., Clark, D.D., Kahn, R.E., Kleinrock, L., Lynch, D.C., Postel, J., Roberts, L.G., & Wolff, S. (2009). A Brief History of the Internet. ACM SIGCOMM Computer Communication Review, 39(5), 22- 31
Mat-Yamin, F., Wan-Ishak, W.H., dan Ibrahim, A. (2014). Students Acceptance on Document Sharing through Learning Management System. Proceedings of 6th International Conference on Education and Information Management (ICEIM-2014), 150-156
McLean, J. (2005). Addressing Faculty concerns about Distance Learning. Published in Online Journal of Distance Learning Administration, Vol III, No. IV)
Mohd-Zaid, N., dan Ariff, N. (2011). Pengaplikasian pendekatan pembelajaran aktif di kalangan pelajar tahun akhir Fakulti Pendidikan Universiti Teknologi Malaysia. Accessed on 15 June 2017 at http://eprints.utm.my/12019/.
Razak, R.A. (2013). Strategi Pembelajaran Aktif Secara Kolaboratif Atas Talian Dalam
Analisis Novel Bahasa Melayu. Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(3), pp: 34 -46.
Hunstberry, W. (2015). Some Benefits and Drawbacks of blended learning KQED News accessed on 15 June 2017 at https://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/.
In-Text Citation: (Raj & Veerappan, 2019)
To Cite this Article: Raj, S. M., & Veerappan, R. M. (2019). Let’s Kahoot! For Diverse Time and Place. International Journal of Academic Research in Business and Social Sciences, 9(3), 305–311.