Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 5 Sayı: 1-2, 43 - 57, 01.12.2019
https://doi.org/10.17985/ijare.645584

Öz

Kaynakça

  • Alsancak Sırakaya, D. (2017). Oyunlaştırılmış tersyüz sınıf modeline yönelik öğrenci görüşleri. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114-136.
  • Atilano, M. (2017, 07 27). Game on: Teaching research methods to college students using Kahoot! Library Faculty Presentations & Publications: Retrieved from http://digitalcommons.unf.edu/library_facpub/56.
  • Barnes, R. (2017). Kahoot! in the classroom: Student engagement technique. Nurse Educator, 42(6), 280.
  • Başol, G., & Johanson, G. (2009). The effectiveness of frequent testing over achievement: A meta-analysis study. International Journal of Human Sciences, 6(2), 99-121.
  • Başol, G., Kocadağ Ünver, T., & Çiğdem, H. (2017). Ölçme değerlendirme dersinde e-sınav uygulanmasına ilişkin öğrenci görüşleri. Uluslararası Türk Eğitim Bilimleri Dergisi, 5(8), 111-128.
  • Bicen, H., & Kocakoyun, S. (2017). Determination of university students' most preferred mobile application for gamification. World Journal on Educational Technology, 9(1), 18-23.
  • Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGaw-Hill
  • Bolat, Y. İ., Şimşek, Ö., & Ülker, Ü. (2017). The impact of gamified online classroom response system on academic achievement and views about this system. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17 (4), 1741-1761.
  • Borrell, J., Cosmas, N., Grymes, J., & Radunzel, J. (2017). The effectiveness of Kahoot! as a pre-lesson assessment tool. West Point, NY: Center for Faculty Excellence, United StatesMilitary Academy.
  • Budiati, B. (2017). Ict (information and communication technology) use: Kahoot program for English students’ learning booster. The 1st Education and Language International Conference (s. 178-188). Semarang, Indonesia: Center for International Language Development of Unissula.
  • Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google forms on the Student's perception in the classrooms response system. International Conference Digital Arts, Media and Technology, (s. 178-181). Chiang Mai, Thailand.
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Education, 12(4), 49-52.
  • Freeman, C. L. (2015, November). Technologies for formative assessment: can web-based applications transform the allied health science classroom and improve summative assessment outcomes. Appalachian State University, USA.
  • Harlen, W. & James, J. (1997) Assessment and Learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379,
  • Howell, D. D., Tseng, D. C., & Colorado-Resa, J. T. (2017). Fast assessments with digital tools using multiple-choice questions. College Teaching, 65(3), 145–147.
  • Iaremenko, N. V. (2017). Enhancing English language learners' motivation through online games. Information Technologies and Learning Tools, 59(3), 126-133.
  • Ismail, M.-A., & Mohammad, J.-M. (2017). Kahoot: a promising tool for formative assessment in medical education. Education in Medicine Journal, 9(2), 19–26.
  • Kahoot. (2018, 05 01). Who and what is behind Kahoot! https://kahoot.com: https://kahoot.uservoice.com/knowledgebase/articles/464890-who-and-what-is-behind-kahoot adresinden alınmıştır
  • Küçük, S. (2017). Situated Learning Based Educational Technology Instruction: Preservice Teachers’ Experiences. Journal of Higher Education and Science, 7(2), 369-377.
  • Medina, E. G., & Hurtado, C. P. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 12(1), 441-449.
  • Omar, N. N. (2017). The effectiveness of Kahoot application towards students' good feedback practice. International Journal of Social Sciences, 3(2), 2551-2562.
  • Özdemir, O. (2017). Usage of digital technologies in Turkish teaching and an example of web implementation. Turkish Studies, 12(4), 427-444.
  • Özkan, Z., & Samur, Y. (2017). Oyunlaştırma yönteminin öğrencilerin motivasyonları üzerine etkisi. Ege Eğitim Dergisi, 18(2), 857-886.
  • Pede, J. (2017). The effects of the online game Kahoot on science vocabulary acquisition. Unpublished MA Special Education Thesis, Rowan University.
  • Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. Management Teaching Review, 2(2), 151–158.
  • Premarathne, P. B. (2017). A study on incorporating gamification into ESL classroom via Kahoot! International Conference on the Humanities (ICH) (s. 54). Sri Lanka: Faculty of Humanities, University of Kelaniya.
  • Taşkın, N., & Kılıç Çakmak, E. (2017). Öğrenci merkezli öğrenme ortamlarında oyunlaştırmanın alternatif değerlendirme amaçlı kullanımı. Bartin University Journal of Faculty of Education, 6(3), 1227-1248.
  • Ucar, H., & Kumtepe, A. (2017). Using the game-based student response tool Kahoot! in an Online class: Perspectives of online learners. Society for Information Technology & Teacher Education International Conference (s. 303-307). Austin, Texas, USA: AACE.
  • Varannai, I., Sasvári, P. L., & Urbanovics, A. (2017). The use of gamification in higher education: an empirical study. International Journal of Advanced Computer Science and Applications, 8(10), 1-6.
  • Walsh, R. (2017). Walsh, R. (2017, August). Turning the smartphone into an EAP classroom learning device through Kahoot! . In EUROCALL2017.
  • Yapıcı, İ. Ü., & Karakoyun, F. (2017). Gamification in teaching biology. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(4), 396-414.
  • Yılmaz, B. (2017). The impact of digital assessment tools on students’ engagement in class: a case of two different secondary schools. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1606-1620.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.), Thousand Oaks, California: sage publications
  • Zengin, Y., Bars, M., & Şimşek, Ö. (2017). Investigation of Using Kahoot! and Plickers in Formative Evaluation Process in Mathematics Teaching. Ege Eğitim Dergisi, 18(2), 602-626.

Using Kahoot! as a Gamified Formative Assessment Tool: A case study

Yıl 2019, Cilt: 5 Sayı: 1-2, 43 - 57, 01.12.2019
https://doi.org/10.17985/ijare.645584

Öz

Digital assessment tools, or electronic classroom response systems, can
be used effectively for formative assessment purposes. They can provide
teachers with regular and instant feedback about learners’ progress to detect
and fix the learners’ mistakes and misconceptions sustainably in an
entertaining way. This case study intended to report researchers’ experiences
and evaluations about using a popular gamified digital exam platform (Kahoot!) used
for formative purposes in a limited context of prospective teacher education
program. Both qualitative and quantitative data were collected from 88
prospective teachers from a variety of programs/departments attending a
25-credit two-semester teacher training certificate program in Turkey. Results
of the study suggested that participants were highly positive about using the
digital exam platform as a gamified formative assessment tool from attitudinal
and pedagogical aspects. It was concluded that Kahoot! is quite promising in
providing an effective formative assessment platform producing favorable
practical, pedagogical, and affective outcomes.   

Kaynakça

  • Alsancak Sırakaya, D. (2017). Oyunlaştırılmış tersyüz sınıf modeline yönelik öğrenci görüşleri. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114-136.
  • Atilano, M. (2017, 07 27). Game on: Teaching research methods to college students using Kahoot! Library Faculty Presentations & Publications: Retrieved from http://digitalcommons.unf.edu/library_facpub/56.
  • Barnes, R. (2017). Kahoot! in the classroom: Student engagement technique. Nurse Educator, 42(6), 280.
  • Başol, G., & Johanson, G. (2009). The effectiveness of frequent testing over achievement: A meta-analysis study. International Journal of Human Sciences, 6(2), 99-121.
  • Başol, G., Kocadağ Ünver, T., & Çiğdem, H. (2017). Ölçme değerlendirme dersinde e-sınav uygulanmasına ilişkin öğrenci görüşleri. Uluslararası Türk Eğitim Bilimleri Dergisi, 5(8), 111-128.
  • Bicen, H., & Kocakoyun, S. (2017). Determination of university students' most preferred mobile application for gamification. World Journal on Educational Technology, 9(1), 18-23.
  • Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGaw-Hill
  • Bolat, Y. İ., Şimşek, Ö., & Ülker, Ü. (2017). The impact of gamified online classroom response system on academic achievement and views about this system. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17 (4), 1741-1761.
  • Borrell, J., Cosmas, N., Grymes, J., & Radunzel, J. (2017). The effectiveness of Kahoot! as a pre-lesson assessment tool. West Point, NY: Center for Faculty Excellence, United StatesMilitary Academy.
  • Budiati, B. (2017). Ict (information and communication technology) use: Kahoot program for English students’ learning booster. The 1st Education and Language International Conference (s. 178-188). Semarang, Indonesia: Center for International Language Development of Unissula.
  • Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google forms on the Student's perception in the classrooms response system. International Conference Digital Arts, Media and Technology, (s. 178-181). Chiang Mai, Thailand.
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Education, 12(4), 49-52.
  • Freeman, C. L. (2015, November). Technologies for formative assessment: can web-based applications transform the allied health science classroom and improve summative assessment outcomes. Appalachian State University, USA.
  • Harlen, W. & James, J. (1997) Assessment and Learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379,
  • Howell, D. D., Tseng, D. C., & Colorado-Resa, J. T. (2017). Fast assessments with digital tools using multiple-choice questions. College Teaching, 65(3), 145–147.
  • Iaremenko, N. V. (2017). Enhancing English language learners' motivation through online games. Information Technologies and Learning Tools, 59(3), 126-133.
  • Ismail, M.-A., & Mohammad, J.-M. (2017). Kahoot: a promising tool for formative assessment in medical education. Education in Medicine Journal, 9(2), 19–26.
  • Kahoot. (2018, 05 01). Who and what is behind Kahoot! https://kahoot.com: https://kahoot.uservoice.com/knowledgebase/articles/464890-who-and-what-is-behind-kahoot adresinden alınmıştır
  • Küçük, S. (2017). Situated Learning Based Educational Technology Instruction: Preservice Teachers’ Experiences. Journal of Higher Education and Science, 7(2), 369-377.
  • Medina, E. G., & Hurtado, C. P. (2017). Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 12(1), 441-449.
  • Omar, N. N. (2017). The effectiveness of Kahoot application towards students' good feedback practice. International Journal of Social Sciences, 3(2), 2551-2562.
  • Özdemir, O. (2017). Usage of digital technologies in Turkish teaching and an example of web implementation. Turkish Studies, 12(4), 427-444.
  • Özkan, Z., & Samur, Y. (2017). Oyunlaştırma yönteminin öğrencilerin motivasyonları üzerine etkisi. Ege Eğitim Dergisi, 18(2), 857-886.
  • Pede, J. (2017). The effects of the online game Kahoot on science vocabulary acquisition. Unpublished MA Special Education Thesis, Rowan University.
  • Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices. Management Teaching Review, 2(2), 151–158.
  • Premarathne, P. B. (2017). A study on incorporating gamification into ESL classroom via Kahoot! International Conference on the Humanities (ICH) (s. 54). Sri Lanka: Faculty of Humanities, University of Kelaniya.
  • Taşkın, N., & Kılıç Çakmak, E. (2017). Öğrenci merkezli öğrenme ortamlarında oyunlaştırmanın alternatif değerlendirme amaçlı kullanımı. Bartin University Journal of Faculty of Education, 6(3), 1227-1248.
  • Ucar, H., & Kumtepe, A. (2017). Using the game-based student response tool Kahoot! in an Online class: Perspectives of online learners. Society for Information Technology & Teacher Education International Conference (s. 303-307). Austin, Texas, USA: AACE.
  • Varannai, I., Sasvári, P. L., & Urbanovics, A. (2017). The use of gamification in higher education: an empirical study. International Journal of Advanced Computer Science and Applications, 8(10), 1-6.
  • Walsh, R. (2017). Walsh, R. (2017, August). Turning the smartphone into an EAP classroom learning device through Kahoot! . In EUROCALL2017.
  • Yapıcı, İ. Ü., & Karakoyun, F. (2017). Gamification in teaching biology. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(4), 396-414.
  • Yılmaz, B. (2017). The impact of digital assessment tools on students’ engagement in class: a case of two different secondary schools. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1606-1620.
  • Yin, R. K. (2014). Case study research: Design and methods (5th ed.), Thousand Oaks, California: sage publications
  • Zengin, Y., Bars, M., & Şimşek, Ö. (2017). Investigation of Using Kahoot! and Plickers in Formative Evaluation Process in Mathematics Teaching. Ege Eğitim Dergisi, 18(2), 602-626.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Süleyman Nihat ŞAD 0000-0002-3169-2375

Niyazi ÖZER 0000-0001-7745-6645

Yayımlanma Tarihi 1 Aralık 2019
Gönderilme Tarihi 11 Kasım 2019
Kabul Tarihi 3 Ocak 2020
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 1-2

Kaynak Göster

APA ŞAD, S. N., & ÖZER, N. (2019). Using Kahoot! as a Gamified Formative Assessment Tool: A case study. International Journal of Academic Research in Education, 5(1-2), 43-57. https://doi.org/10.17985/ijare.645584
AMA ŞAD SN, ÖZER N. Using Kahoot! as a Gamified Formative Assessment Tool: A case study. IJARE. Aralık 2019;5(1-2):43-57. doi:10.17985/ijare.645584
Chicago ŞAD, Süleyman Nihat, ve Niyazi ÖZER. “Using Kahoot! As a Gamified Formative Assessment Tool: A Case Study”. International Journal of Academic Research in Education 5, sy. 1-2 (Aralık 2019): 43-57. https://doi.org/10.17985/ijare.645584.
EndNote ŞAD SN, ÖZER N (01 Aralık 2019) Using Kahoot! as a Gamified Formative Assessment Tool: A case study. International Journal of Academic Research in Education 5 1-2 43–57.
IEEE S. N. ŞAD ve N. ÖZER, “Using Kahoot! as a Gamified Formative Assessment Tool: A case study”, IJARE, c. 5, sy. 1-2, ss. 43–57, 2019, doi: 10.17985/ijare.645584.
ISNAD ŞAD, Süleyman Nihat - ÖZER, Niyazi. “Using Kahoot! As a Gamified Formative Assessment Tool: A Case Study”. International Journal of Academic Research in Education 5/1-2 (Aralık 2019), 43-57. https://doi.org/10.17985/ijare.645584.
JAMA ŞAD SN, ÖZER N. Using Kahoot! as a Gamified Formative Assessment Tool: A case study. IJARE. 2019;5:43–57.
MLA ŞAD, Süleyman Nihat ve Niyazi ÖZER. “Using Kahoot! As a Gamified Formative Assessment Tool: A Case Study”. International Journal of Academic Research in Education, c. 5, sy. 1-2, 2019, ss. 43-57, doi:10.17985/ijare.645584.
Vancouver ŞAD SN, ÖZER N. Using Kahoot! as a Gamified Formative Assessment Tool: A case study. IJARE. 2019;5(1-2):43-57.
e-ISSN:2149-2913 © 2015 IJARE