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: 21

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

• Agarwal, P.K., Bain, P.M., & Chamberlain, R.W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations. Educational Psychology Review, 24, 437-448. Chan, J.C.K., & McDermott, K.B. (2007). The testing effect in recognition memory: A dual process account. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33 (2), 431-437. Hargis, J. (2000). The self-regulated learner advantage: learning science on the internet. Electronic Journal of Science Foundation, 4 (4). Retrieved online at http://ejse.southwestern.edu/article/viewArticle/7637/5404 Herr, K. & Anderson, G. L. (2005). The action research dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage. Iwamoto, D. H., Hargis, J., & Vuong, K. (2016). The effect of project-based learning on student performance: An action research study. International Journal for Scholarship of Technology Enhanced Learning, 1(1), 24-42. Jang, Y., Pashler, H., & Huber, D.E. (2014). Manipulations of choice familiarity in multiplechoice testing support a retrieval practice account of the testing effect. Journal of Educational Psychology, 106 (2), 435-447. Laski, E. V., & Siegler, R. S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50 (3), 853-864. McDaniel, M.A., Agarwal, P.K., Huesler, B.J., McDermott, K.B., & Roediger, H.L. (2011). Testenhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103 (2), 399-414. McDaniel, M.A., Anderson, J.L., Derbish, M.H., & Morisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19 (4/5), 494- 513. McDaniel, M.A., Thomas, R.C., Agarwal, P.K., McDermott, K.B., & Roediger, H.L. (2013). Quizzing in middle-school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372. Mulligan, N.W. & Peterson, D.J. (2013). The negative repetition effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(5), 1403-1416. Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050. Roediger, H.L., Agarwal, P.K., McDaniel, M.A., & McDermott, K.B. (2011a). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17 (4), 382-395. Roediger, H.L., & Butler, A.C. (2011b). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15 (1), 20-27. Roediger, H.L. & Karpicke, J.D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1 (3), 181-210. Watson, C. E., Johanson, M., Loder, M., & Dankiw, J. (2014). Effects of high-stakes testing on third through fifth grade students: Student voices and concerns for educational leaders. Journal of Organizational Learning and Leadership, 12 (1), 1-11. Woo, J. C. (2014). Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes. Educational Technology & Society, 17(3), 291– 307. Yigit, E.A., Kiyici, F.B., & Cetinkaya, G. (2014). Evaluating the testing effect in the classroom: An effective way to retrieve learned information. Eurasian Journal of Educational Research, 54, 99-116. Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41 (2), 64-70.