ANALYZING THE EFFICACY OF THE TESTING EFFECT USING KAHOOTTM ON STUDENT PERFORMANCE

Year 2017, , 80 - 93, 01.04.2017

Darren H. Iwamoto Jace Hargıs Erik Jon Taıtano Ky Vuong

https://doi.org/10.17718/tojde.306561

Cited By: 17

Abstract

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.

Keywords

Educational technology, self-regulation, formative assessment, gamification, testing effect

References

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