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INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION

Yıl 2026, Cilt: 11 Sayı: 1 , 64 - 76 , 30.03.2026

İlkay Çulha

https://doi.org/10.52881/gsbdergi.1850542
https://izlik.org/JA79BB47UZ

Öz

Aim: Kahoot as a gamified learning tool may improves English learning outcomes by encouraging student learning. This study aimed to determine the effect of Kahoot on nursing students' learning approaches, attitudes toward English, and motivation in a nursing English course. Method: The study was conducted with a single group using time series, a quasi-experimental design. A total of 111 students, in a Nursing English course at a university in the spring semester of 2023–2024 academic year, participated the study. Depending on the time series method, 4 measurement times (T1, T2, T3, T4) were determined At the beginning of the course, the traditional education method was used. After T2-measurement time Kahoot was integrated along with the traditional education method. Study data were collected on four measurement times via personal information form, learning approach scale, English attitudes scale, teaching materials motivation survey. Results: Deep learning approach (p=.003; η2=0.054-with small effect size), surface learning approach (p=.050; η2=0.027-with a small effect size), attitudes toward English (p=.034;η2=0.041-with a small effect size) and instructional materials motivation (p=.000; η2=0.213-with a large effect size) scores of the students were significantly higher according to four different measurement times after integrating Kahoot. Conclusion: After integrating Kahoot, approximately 5% of the increase in nursing students' deep learning aprproach, 4.1% of the increase in their attitudess toward English, and 21.3% of the increase in motivation.

Anahtar Kelimeler

Nursing students learning approach student attitude student motivation Kahoot

Etik Beyan

Ethical committee (E-54674167-050.04-233920/25.01.2024) and institutional approval (E-32646225-900-242014/01.03.2024) were obtained. Participations in this study was voluntary and informed consent was obtained from the students.

Teşekkür

The author(s) would like to thank “İstatistik Atölyesi Analysis Center” for their support in the statistical analysis of this study.

Kaynakça

  • 1. Finch A. Caring in English: ESP for nurses. International Journal of English Language Teaching. 2013;1(1). doi:10.5430/ijelt.v1n1p1
  • 2. Eren EU, Atay D, Atas Balcı L, Sevim Y, Eti Aslan F. The English language needs of health sciences students in Turkey. Batı Anadolu Eğitim Bilimleri Dergisi.2024;15(2):1948–68. doi: 10.51460/baebd.1436231
  • 3. Choi LJ. Implementing English for medical purposes (EMP) in South Korea: nursing students’ ongoing needs analysis. Nurse Educ Today. 2021;104:104989. doi: 10.1016/j.nedt.2021.104989
  • 4. Pun J. Developing an ESP workshop to promote handover practices in nursing communication: a case study of nurses in a bilingual hospital in Hong Kong. English for Specific Purposes, 2023;71:123–38. doi: 10.1016/j.esp.2023.04.002
  • 5. Yıldırım JG, Dündar BN. Uluslararasılaşmanın yansımaları: Avrupa Birliği değişim programlarının hemşirelik eğitimine etkileri. İKÇÜ Sağlık Bilim Fakültesi Dergisi. 2017;2(1):37–43.
  • 6. Teskereci G, Sümen A, Çiçek SN, Özerli AN. Hemşirelik öğrencilerinin yabancı dil olarak İngilizceye ilişkin algıları: bir metafor çalışması. Int J Soc Sci Educ Res. 2019;5(3):294–304. doi: 10.24289/ijsser.572557
  • 7. Zhang Q, Yu Z. A literature review on the influence of Kahoot! on learning outcomes, interaction, and collaboration. Education and Information Technologies. 2021;26(4):4507–35. doi: 10.1007/s10639-021-10459-6
  • 8. Guvenc G, Unver V, Basak T, Yuksel C, Ayhan H, Kok G, et al. Turkish senior nursing students’ communication experience with English-speaking patients. J Nurs Educ. 2016;55(2):73–81. doi: 10.3928/01484834-20160114-03.
  • 9. Kartal Ş, Özbek R. İşbirlikli öğrenme yönteminin öğrencilerin İngilizce dersine yönelik tutumlarına ve başarılarına etkileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2017;17(2):796–820. doi: 10.17240/aibuefd.2017.17.30227-326598
  • 10. Sercanoğlu ÖM, Bolat Yİ, Göksu İ. Kahoot! as a gamification tool in vocational education: more positive attitude, motivation and less anxiety in EFL. Journal of Computer and Education Research. 2021;9(18):682–701. doi: 10.18009/jcer.924882
  • 11. Batı AH, Tetik C, Gürpinar E. Assessment of the validity and reliability of the Turkish adaptation of the study process questionnaire (R-SPQ-2F). Turkiye Klinikleri J Med Sci. 2010; 30(5):1639–46. doi: 10.5336/medsci.2009-15368
  • 12. Llerena Medina EG, Hurtado CPR. Kahoot! A digital tool for learning vocabulary in a language classroom. Revista. 2017;4(12):441–49.
  • 13. Tao Y, Zou B. Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning. 2023;36(8):1668–87. doi: 10.1080/09588221.2021.2011323
  • 14. Shortt M, Tilak S, Kuznetcova I, Martens B, Akinkuolie B. Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning. 2023;36(3):517–54. doi: 10.1080/09588221.2021.1933540
  • 15. Yılmaz S. Yabancı dil öğretiminde interaktif uygulamalar: Kahoot! ve Quizizz. Akad Tarih Düşünce Dergisi. 2022;9(3):648–66.
  • 16. Kurniawan AB, Unsiah F, Razali KA. Students’ perception on utilizing Kahoot! as a game-based student response system for EFL students. Journal of Languages and Language Teaching. 2024;12(2):1068–77. doi: 10.33394/jollt.v12i2.10333
  • 17. Alawadhi A, Abu-Ayyash EAS. Students' perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies.2021; 26(4): 3629–3658. doi: 10.1007/s10639-020-10425-8
  • 18. Petrusly P, Kollo FL, Bani MDS, Mahfud T, Zulkarnain Z. The effect of gamification using Kahoot on students' critical thinking abilities: The role of mediating learning engagement and motivation. Educational Administration: Theory and Practice. 2024;30(5):953–963. doi: 10.53555/kuey.v30i5.1524
  • 19. Huertas JDB, Munoz MAL. Analysis of the effectiveness of using Kahoot! in university degrees in building engineering. JOTSE. 2023;13(1): 288–300. doi: 10.3926/jotse.1984
  • 20. Ismail MAA, Ahmad A, Mohammad JAM, Fakri NMRM, Nor MZ, Pa MNM. Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Med Educ. 2019;19:1–8. doi: 10.1186/s12909-019-1658-z
  • 21. Öz GÖ, Ordu Y. The effects of web-based education and Kahoot usage in evaluation of the knowledge and skills regarding intramuscular injection among nursing students. Nurse Educ Today. 2021;103:104910. doi: 10.1016/j.nedt.2021.104910
  • 22. Delgado JAE. Kahoot, Quizizz, and Quizalize in the English class and their impact on motivation. How. 2023;30(1):65–84. doi: 10.19183/how.30.1.641
  • 23. Özdemir O. Kahoot! game-based digital learning platform: a comprehensive meta-analysis. Journal of Computer Assisted Learning. 2025;41(1):e13084. doi: 10.1111/jcal.13084
  • 24. Mustagis RMSG, Hijayadi R, Rufiani R, Al Mubarok MT, Jamilah J, Pratiwi D. Benefits of Kahoot in improving 7th grade junior highschool english vocabulary: Classroom action research in SMP hamong putera ngaglik. English Education and Literature Journal (E-Jou).2024; 4(2): 69–78. doi: 10.53863/ejou.v4i02.1014
  • 25. Lashari TA, Fiayaz R, Lashari SA, Khan I, Sultana S, Afzal T. Kahoot: A game-based web tool to assess motivation, engagement fun, and learning outcomes among engineers. Computer Applications in Engineering Education.2023; 32(2): e22684. doi: 10.1002/cae.22684
  • 26. Muna H, Setiyana R, Ismail F. A game-based assessment as a formative test in academic performance: Teachers' perspectives on Kahoot! International Journal of Education, Language, and Religion. 2023; 5(2): 180. doi: 10.35308/ijelr.v5i2.8661
  • 27. Raosoft Inc. (2024). Sample size calculator. Available at: http://www.raosoft.com/samplesize.html Accessed on December 15, 2025.
  • 28. Tuncer M, Berkant G, Doğan Y. İngilizceye yönelik tutum ölçeğinin Türkçe’ye uyarlanması. Eğitim ve Öğretim Araştırmaları Dergisi. 2015;4(2):260–66.
  • 29. Kutu H, Sözbilir M. Adaptation of instructional materials motivation survey to Turkish: a validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education. 2011;5(1):292–312.
  • 30. Emiroğlu ON. Zaman dizisi düzenleri (time series patterns). In: Hemşirelikte Araştırma İlke, Süreç ve Yöntemleri. 2012. p.100.
  • 31. İnel Y, Çetin T. Determination of the effects of computer-based instructional materials on sixth-grade students’ attention levels via EEG. Journal of History Culture and Art Research. 2017;6(4):831–48. doi: 10.7596/taksad.v6i4.1055
  • 32. Koohestani HR, Baghcheghi N. A comparison of learning styles of undergraduate health-care professional students over a 4-year study period. (2015-2018). Journal of Education and Health promotion. 2020;9(1):208. doi: 10.4103/jehp.jehp_224_20
  • 33. Zainuddin Z, Shujahat M, Haruna H, Chu SKW. The role of gamified e-quizzes on student learning and engagement. An interactive gamification solution for a formative assessment system Computers & education. 2020;145:103729. doi: 10.1016/j.compedu.2019.103729
  • 34. Getie AS. Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education. 2020;7(1):1738184. doi: 10.1080/2331186X.2020.1738184
  • 35. Dehghanzadeh H, Fardanesh H, Hatami J, Talaee E, Noroozi O. Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning. 2021;34(7):934–57. doi: 10.1080/09588221.2019.1648298
  • 36. Far FF, Taghizadeh M. Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge. Computer Assisted Language Learning. 2024;37(7):2083–115. doi: 10.1080/09588221.2022.2146724
  • 37. Rojabi AR, Setiawan S, Munir A, Purwati O, Safriyani R, Hayuningtyas N, et al. Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation Frontiers in Education. 2022;7:939884. doi: 10.3389/feduc.2022.939884
  • 38. Göksün DO, Gürsoy G. Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & education. 2019;135:15–29. doi: 10.1016/j.compedu.2019.02.015
  • 39. Martín-Sómer M, Moreira J, Casado C. Use of Kahoot! to keep students’ motivation during online classes in the lockdown period caused by COVID-19. Education for Chemical Engineers. 2021;36:154–59. doi: /10.1016/j.ece.2021.05.005
  • 40. Iaremenko NV. Enhancing English language learners’ motivation through online games. online games. Information Technologies and Learning Tools. 2017;59(3):126–33.
  • 41. Aras GN, Çiftçi B. Comparison of the effect of reinforcement with question-answer and Kahoot method on success and motivation levels of nursing students. Nurse Educ Today. 2021;102:104930. doi: 10.1016/j.nedt.2021.104930

KAHOOT'UN OYUNLAŞTIRILMIŞ ÖĞRENME ARACI OLARAK MESLEKİ İNGİLİZCE DERSİNE ENTEGRE EDİLMESİ: HEMŞİRELİK ÖĞRENCİLERİNİN ÖĞRENME YAKLAŞIMLARI, TUTUMLARI VE MOTİVASYONLARI ÜZERİNDEKİ ETKİLERİ

Yıl 2026, Cilt: 11 Sayı: 1 , 64 - 76 , 30.03.2026

İlkay Çulha

https://doi.org/10.52881/gsbdergi.1850542
https://izlik.org/JA79BB47UZ

Öz

Amaç: Oyunlaştırılmış bir öğrenme aracı olarak Kahoot, öğrencilerin öğrenmesini teşvik ederek İngilizce öğrenme sonuçlarını iyileştirebilmektedir. Bu çalışmanın amacı, Kahoot'un hemşirelik öğrencilerinin öğrenme yaklaşımları, İngilizceye karşı tutumları ve hemşirelik İngilizce dersindeki motivasyonları üzerindeki etkisini belirlemektir. Yöntem: Çalışma, zaman serisi deseni kullanılarak tek bir grup üzerinde yarı deneysel bir tasarımla gerçekleştirildi. 2023-2024 akademik yılının bahar döneminde bir üniversitede Mesleki İngilizce dersine katılan toplam 111 öğrenci araştırmaya katıldı. Zaman serisi desenine göre, 4 ölçüm zamanı (T1, T2, T3, T4) belirlendi. İlk önce geleneksel eğitim yöntemi ile ders anlatıldı. T2 ölçüm zamanından sonra Kahoot, geleneksel eğitim yöntemiyle birlikte derse entegre edildi. Çalışma verileri, kişisel bilgi formu, öğrenme yaklaşımı ölçeği, İngilizce tutum ölçeği, öğretim materyalleri motivasyon anketi aracılığıyla dört ölçüm zamanında toplandı. Bulgular: Dört farklı ölçüm zamanına göre, Kahoot'un derse entegrasyonu sonrası öğrencilerin derin öğrenme yaklaşımı (p=.003; η2=0.054-küçük etki büyüklüğü ile), yüzeysel öğrenme yaklaşımı (p=.050; η2=0.027-küçük etki büyüklüğü ile), İngilizceye karşı tutum (p=.034;η2=0,041-küçük etki büyüklüğü ile) ve öğretim materyalleri motivasyonu (p=.000; η2=0.213-büyük etki büyüklüğü ile) puanları daha yüksekti. Sonuç: Kahoot'un mesleki ingilizce dersine entegrasyonu sonrası hemşirelik öğrencilerinin derin öğrenme yaklaşımında yaklaşık %5, İngilizceye karşı tutumlarında %4.1 ve motivasyonlarında %21.3 artış belirlendi.

Anahtar Kelimeler

Hemşirelik öğrencileri öğrenme yaklaşımı öğrenci tutumu öğrenci motivasyonu Kahoot

Etik Beyan

Etik kuruldan (E-54674167-050.04-233920/25.01.2024) ve araştırmanın yapıldığı birimden onay (E-32646225-900-242014/01.03.2024) alınmıştır. Bu çalışmaya katılım gönüllü olup, öğrencilerden bilgilendirilmiş onam alınmıştır.

Teşekkür

Yazar(lar), bu çalışmanın istatistiksel analizinde verdikleri destekten dolayı “İstatistik Atölyesi Analiz Merkezi”ne teşekkür eder.

Kaynakça

  • 1. Finch A. Caring in English: ESP for nurses. International Journal of English Language Teaching. 2013;1(1). doi:10.5430/ijelt.v1n1p1
  • 2. Eren EU, Atay D, Atas Balcı L, Sevim Y, Eti Aslan F. The English language needs of health sciences students in Turkey. Batı Anadolu Eğitim Bilimleri Dergisi.2024;15(2):1948–68. doi: 10.51460/baebd.1436231
  • 3. Choi LJ. Implementing English for medical purposes (EMP) in South Korea: nursing students’ ongoing needs analysis. Nurse Educ Today. 2021;104:104989. doi: 10.1016/j.nedt.2021.104989
  • 4. Pun J. Developing an ESP workshop to promote handover practices in nursing communication: a case study of nurses in a bilingual hospital in Hong Kong. English for Specific Purposes, 2023;71:123–38. doi: 10.1016/j.esp.2023.04.002
  • 5. Yıldırım JG, Dündar BN. Uluslararasılaşmanın yansımaları: Avrupa Birliği değişim programlarının hemşirelik eğitimine etkileri. İKÇÜ Sağlık Bilim Fakültesi Dergisi. 2017;2(1):37–43.
  • 6. Teskereci G, Sümen A, Çiçek SN, Özerli AN. Hemşirelik öğrencilerinin yabancı dil olarak İngilizceye ilişkin algıları: bir metafor çalışması. Int J Soc Sci Educ Res. 2019;5(3):294–304. doi: 10.24289/ijsser.572557
  • 7. Zhang Q, Yu Z. A literature review on the influence of Kahoot! on learning outcomes, interaction, and collaboration. Education and Information Technologies. 2021;26(4):4507–35. doi: 10.1007/s10639-021-10459-6
  • 8. Guvenc G, Unver V, Basak T, Yuksel C, Ayhan H, Kok G, et al. Turkish senior nursing students’ communication experience with English-speaking patients. J Nurs Educ. 2016;55(2):73–81. doi: 10.3928/01484834-20160114-03.
  • 9. Kartal Ş, Özbek R. İşbirlikli öğrenme yönteminin öğrencilerin İngilizce dersine yönelik tutumlarına ve başarılarına etkileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2017;17(2):796–820. doi: 10.17240/aibuefd.2017.17.30227-326598
  • 10. Sercanoğlu ÖM, Bolat Yİ, Göksu İ. Kahoot! as a gamification tool in vocational education: more positive attitude, motivation and less anxiety in EFL. Journal of Computer and Education Research. 2021;9(18):682–701. doi: 10.18009/jcer.924882
  • 11. Batı AH, Tetik C, Gürpinar E. Assessment of the validity and reliability of the Turkish adaptation of the study process questionnaire (R-SPQ-2F). Turkiye Klinikleri J Med Sci. 2010; 30(5):1639–46. doi: 10.5336/medsci.2009-15368
  • 12. Llerena Medina EG, Hurtado CPR. Kahoot! A digital tool for learning vocabulary in a language classroom. Revista. 2017;4(12):441–49.
  • 13. Tao Y, Zou B. Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning. 2023;36(8):1668–87. doi: 10.1080/09588221.2021.2011323
  • 14. Shortt M, Tilak S, Kuznetcova I, Martens B, Akinkuolie B. Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning. 2023;36(3):517–54. doi: 10.1080/09588221.2021.1933540
  • 15. Yılmaz S. Yabancı dil öğretiminde interaktif uygulamalar: Kahoot! ve Quizizz. Akad Tarih Düşünce Dergisi. 2022;9(3):648–66.
  • 16. Kurniawan AB, Unsiah F, Razali KA. Students’ perception on utilizing Kahoot! as a game-based student response system for EFL students. Journal of Languages and Language Teaching. 2024;12(2):1068–77. doi: 10.33394/jollt.v12i2.10333
  • 17. Alawadhi A, Abu-Ayyash EAS. Students' perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies.2021; 26(4): 3629–3658. doi: 10.1007/s10639-020-10425-8
  • 18. Petrusly P, Kollo FL, Bani MDS, Mahfud T, Zulkarnain Z. The effect of gamification using Kahoot on students' critical thinking abilities: The role of mediating learning engagement and motivation. Educational Administration: Theory and Practice. 2024;30(5):953–963. doi: 10.53555/kuey.v30i5.1524
  • 19. Huertas JDB, Munoz MAL. Analysis of the effectiveness of using Kahoot! in university degrees in building engineering. JOTSE. 2023;13(1): 288–300. doi: 10.3926/jotse.1984
  • 20. Ismail MAA, Ahmad A, Mohammad JAM, Fakri NMRM, Nor MZ, Pa MNM. Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Med Educ. 2019;19:1–8. doi: 10.1186/s12909-019-1658-z
  • 21. Öz GÖ, Ordu Y. The effects of web-based education and Kahoot usage in evaluation of the knowledge and skills regarding intramuscular injection among nursing students. Nurse Educ Today. 2021;103:104910. doi: 10.1016/j.nedt.2021.104910
  • 22. Delgado JAE. Kahoot, Quizizz, and Quizalize in the English class and their impact on motivation. How. 2023;30(1):65–84. doi: 10.19183/how.30.1.641
  • 23. Özdemir O. Kahoot! game-based digital learning platform: a comprehensive meta-analysis. Journal of Computer Assisted Learning. 2025;41(1):e13084. doi: 10.1111/jcal.13084
  • 24. Mustagis RMSG, Hijayadi R, Rufiani R, Al Mubarok MT, Jamilah J, Pratiwi D. Benefits of Kahoot in improving 7th grade junior highschool english vocabulary: Classroom action research in SMP hamong putera ngaglik. English Education and Literature Journal (E-Jou).2024; 4(2): 69–78. doi: 10.53863/ejou.v4i02.1014
  • 25. Lashari TA, Fiayaz R, Lashari SA, Khan I, Sultana S, Afzal T. Kahoot: A game-based web tool to assess motivation, engagement fun, and learning outcomes among engineers. Computer Applications in Engineering Education.2023; 32(2): e22684. doi: 10.1002/cae.22684
  • 26. Muna H, Setiyana R, Ismail F. A game-based assessment as a formative test in academic performance: Teachers' perspectives on Kahoot! International Journal of Education, Language, and Religion. 2023; 5(2): 180. doi: 10.35308/ijelr.v5i2.8661
  • 27. Raosoft Inc. (2024). Sample size calculator. Available at: http://www.raosoft.com/samplesize.html Accessed on December 15, 2025.
  • 28. Tuncer M, Berkant G, Doğan Y. İngilizceye yönelik tutum ölçeğinin Türkçe’ye uyarlanması. Eğitim ve Öğretim Araştırmaları Dergisi. 2015;4(2):260–66.
  • 29. Kutu H, Sözbilir M. Adaptation of instructional materials motivation survey to Turkish: a validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education. 2011;5(1):292–312.
  • 30. Emiroğlu ON. Zaman dizisi düzenleri (time series patterns). In: Hemşirelikte Araştırma İlke, Süreç ve Yöntemleri. 2012. p.100.
  • 31. İnel Y, Çetin T. Determination of the effects of computer-based instructional materials on sixth-grade students’ attention levels via EEG. Journal of History Culture and Art Research. 2017;6(4):831–48. doi: 10.7596/taksad.v6i4.1055
  • 32. Koohestani HR, Baghcheghi N. A comparison of learning styles of undergraduate health-care professional students over a 4-year study period. (2015-2018). Journal of Education and Health promotion. 2020;9(1):208. doi: 10.4103/jehp.jehp_224_20
  • 33. Zainuddin Z, Shujahat M, Haruna H, Chu SKW. The role of gamified e-quizzes on student learning and engagement. An interactive gamification solution for a formative assessment system Computers & education. 2020;145:103729. doi: 10.1016/j.compedu.2019.103729
  • 34. Getie AS. Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education. 2020;7(1):1738184. doi: 10.1080/2331186X.2020.1738184
  • 35. Dehghanzadeh H, Fardanesh H, Hatami J, Talaee E, Noroozi O. Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning. 2021;34(7):934–57. doi: 10.1080/09588221.2019.1648298
  • 36. Far FF, Taghizadeh M. Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge. Computer Assisted Language Learning. 2024;37(7):2083–115. doi: 10.1080/09588221.2022.2146724
  • 37. Rojabi AR, Setiawan S, Munir A, Purwati O, Safriyani R, Hayuningtyas N, et al. Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation Frontiers in Education. 2022;7:939884. doi: 10.3389/feduc.2022.939884
  • 38. Göksün DO, Gürsoy G. Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & education. 2019;135:15–29. doi: 10.1016/j.compedu.2019.02.015
  • 39. Martín-Sómer M, Moreira J, Casado C. Use of Kahoot! to keep students’ motivation during online classes in the lockdown period caused by COVID-19. Education for Chemical Engineers. 2021;36:154–59. doi: /10.1016/j.ece.2021.05.005
  • 40. Iaremenko NV. Enhancing English language learners’ motivation through online games. online games. Information Technologies and Learning Tools. 2017;59(3):126–33.
  • 41. Aras GN, Çiftçi B. Comparison of the effect of reinforcement with question-answer and Kahoot method on success and motivation levels of nursing students. Nurse Educ Today. 2021;102:104930. doi: 10.1016/j.nedt.2021.104930
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hemşirelik Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

İlkay Çulha 0000-0003-2020-517X

Gönderilme Tarihi 28 Aralık 2025
Kabul Tarihi 27 Mart 2026
Yayımlanma Tarihi 30 Mart 2026
DOI https://doi.org/10.52881/gsbdergi.1850542
IZ https://izlik.org/JA79BB47UZ
Yayımlandığı Sayı Yıl 2026 Cilt: 11 Sayı: 1

Kaynak Göster

APA Çulha, İ. (2026). INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION. Gazi Sağlık Bilimleri Dergisi, 11(1), 64-76. https://doi.org/10.52881/gsbdergi.1850542
AMA 1.Çulha İ. INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION. Gazi Sağlık Bil. 2026;11(1):64-76. doi:10.52881/gsbdergi.1850542
Chicago Çulha, İlkay. 2026. “INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION”. Gazi Sağlık Bilimleri Dergisi 11 (1): 64-76. https://doi.org/10.52881/gsbdergi.1850542.
EndNote Çulha İ (01 Mart 2026) INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION. Gazi Sağlık Bilimleri Dergisi 11 1 64–76.
IEEE [1]İ. Çulha, “INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION”, Gazi Sağlık Bil, c. 11, sy 1, ss. 64–76, Mar. 2026, doi: 10.52881/gsbdergi.1850542.
ISNAD Çulha, İlkay. “INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION”. Gazi Sağlık Bilimleri Dergisi 11/1 (01 Mart 2026): 64-76. https://doi.org/10.52881/gsbdergi.1850542.
JAMA 1.Çulha İ. INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION. Gazi Sağlık Bil. 2026;11:64–76.
MLA Çulha, İlkay. “INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION”. Gazi Sağlık Bilimleri Dergisi, c. 11, sy 1, Mart 2026, ss. 64-76, doi:10.52881/gsbdergi.1850542.
Vancouver 1.İlkay Çulha. INTEGRATING KAHOOT AS A GAMIFIED LEARNING TOOL INTO A NURSING ENGLISH COURSE: EFFECTS ON NURSING STUDENTS’ LEARNING APPROACHES, ATTITUDES, AND MOTIVATION. Gazi Sağlık Bil. 01 Mart 2026;11(1):64-76. doi:10.52881/gsbdergi.1850542