Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL

Yıl 2021, Cilt: 9 Sayı: 18, 682 - 701, 21.12.2021

Merve Sercanoğlu Öden , Yusuf İslam Bolat , İdris Goksu

https://doi.org/10.18009/jcer.924882

Cited By: 13

Öz

This study aims to reveal the effect of the gamified response system, Kahoot!, on attitude towards the EFL course, motivation and exam anxiety. For this purpose, an embedded mixed design, in which quantitative and qualitative methods used together, was preferred. The study group consist of 88 ninth grade vocational high school students. Before the experiment, attitude, motivation and exam anxiety scales were applied to the experimental and control groups as pre-test. At the end of the experiment process; attitude, motivation and exam anxiety scales were conducted as post-tests to the experimental and control groups. In addition, the views of randomly selected students from the experimental group on Kahoot! application was examined. The results revealed that Kahoot! significantly increased the attitude towards the EFL course. Kahoot! increased EFL learning motivation and decreased exam anxiety, but this was not significant. Finally, it was revealed that the students thought Kahoot! as funny.

Anahtar Kelimeler

Kahoot, Gamification, EFL, Motivation, Anxiety

Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL

Öz

This study aims to reveal the effect of the gamified response system, Kahoot!, on attitude towards the EFL course, motivation, and exam anxiety. For this purpose, an embedded mixed design, in which quantitative and qualitative methods are used together, was preferred. The study group consists of 88 ninth-grade vocational high school students. Before the experimental process, attitude, motivation, and exam anxiety scales were applied to the experimental and control groups as pre-tests. At the end of the experiment, attitude, motivation, and exam anxiety scales were conducted as post-tests to the experimental and control groups. In addition, the views of randomly selected students from the experimental group on Kahoot! application was examined. The results revealed that Kahoot! significantly increased the attitude towards the EFL course with a 0.22 effect size. Kahoot! increased EFL learning motivation and decreased exam anxiety, but this was not significant. Finally, it was revealed that the students thought Kahoot! as funny.

Anahtar Kelimeler

Kahoot, gamification, attitude, motivation, EFL

Kaynakça

• Akın, A., Demirci, İ., & Arslan, S. (2012). Revize edilmiş sınav kaygısı ölçeği: Geçerlik ve güvenirlik çalışması [Revised test anxiety scale: The validity and reliability study]. Journal of Educational Sciences & Practices, 11(21), 103–118.
• Al-Hadithy, T., & Ali, S. (2018, March). Gamification in learning English for academic purposes: Designing assessment for language using Kahoot with UAE undergraduate law students. 110th IASTEM International Conference. Toronto, Canada.
• Alsancak-Sırakaya, D. (2017). Oyunlaştırılmış tersyüz sınıf modeline yönelik öğrenci görüşleri [Student views on gamified flipped classroom model]. Ondokuz Mayis University Journal of Faculty of Education, 36(1), 114–136.
• Atalay-Mazlum, A., & Balcı, A. (2018). Meslek lisesi öğretmen ve öğrencilerine göre okul: Bir metafor çalışması [The school concept according to vocational high school teachers and students: a metaphor study]. Mehmet Akif Ersoy University Journal of Education Faculty, 47, 1–26. https://doi.org/10.21764/maeuefd.339901
• Benson, J., & El-Zahhar, N. (1994). Further refinement and validation of the revised test anxiety scale. Structural Equation Modeling: A Multidisciplinary Journal, 1(3), 203–221.
• Bolat, Y. İ., Şimşek, Ö., & Ülker, Ü. (2017). Oyunlaştırılmış çevrimiçi sınıf yanıtlama sisteminin akademik başarıya etkisi ve sisteme yönelik görüşler [The impact of gamified online classroom response system on academic achievement and views about this system]. Abant İzzet Baysal University Journal of Education Faculty, 17(4), 1741–1761.
• Budiati, B. (2017, May). ICT (Information and communication technology) use: kahoot program for english students' learning booster. Education and Language International Conference. http://jurnal.unissula.ac.id/index.php/ELIC/article/view/1225/934
• Bury, B. (2017, November). Testing goes mobile – Web 2.0 formative assessment tools. ICT4LL 2017: International Conference ICT for Language Learning. Florence/Italy.
• Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in scientific research process with SPSS] (3rd ed.). Ankara: Pegem Akademi.
• Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64–80.
• Cornillie, F., Thorne, S. L., & Desmet, P. (2012). ReCALL special issue: Digital games for language learning: Challenges and opportunities. ReCALL, 24(3), 243–256.
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE Publications.
• Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students' motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26(3), 3251-3278.
• Figueroa Flores, J. F. (2015). Using gamification to enhance second language learning. Digital Education Review, (27), 32–54. https://doi.org/10.1344/der.2015.27.32-54
• Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20. https://doi.org/10.1145/950566.950595
• Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). NY: Longman.
• Graham, K. (2015). TechMatters: Getting into Kahoot!(s): Exploring a game-based learning system to enhance student learning. LOEX Quarterly, 42(3), 6-7.
• Gündüz, A. Y., & Akkoyunlu, B. (2020). The gamification tool for the classroom response systems: Kahoot! Hacettepe University Journal of Education, 35(3), 480-488.
• Howell, D. D., Tseng, D. C. Y., & Colorado-Resa, J. T. (2017). Fast assessments with digital tools using multiple-choice questions. College Teaching, 65(3), 145–147.
• Hubbard, P. (2009). Computer assisted language learning: Critical concepts in linguistics, Volumes I-IV. London & New York: Routledge.
• Iaremenko, N. V. (2017). Enhancing English language learners' motivation through online games. Information Technologies and Learning Tools, 59(3), 126-133.
• Isbister, K., Karlesky, M., Frye, J., & Rao, R. (2012). Scoop! A movement-based math game designed to reduce math anxiety. Conference on Human Factors in Computing Systems - Proceedings, 1075–1078. https://doi.org/10.1145/2212776.2212389
• Ismail, M. A. A., & Mohammad, J. A. M. (2017). Kahoot: A promising tool for formative assessment in medical education. Education in Medicine Journal, 9(2), 19–26.
• Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 Higher education edition. https://library.educause.edu/-/media/files/library/2014/1/hr2014-pdf.pdf
• Kafai, Y. B. (2006). Playing and making games for learning. Games and Culture, 1(1), 36–40. https://doi.org/10.1177/1555412005281767
• Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers and Education, 55(2), 427–443. https://doi.org/10.1016/j.compedu.2010.02.007
• Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
• Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students' perception of Kahoot! 's influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13, Article 9. https://doi.org/10.1186/s41039-018-0078-8
• Mavridis, A., & Tsiatsos, T. (2017). Game-based assessment: investigating the impact on test anxiety and exam performance. Journal of Computer Assisted Learning, 33(2), 137–150.
• McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. Retrieved from http://questgarden.com/84/74/3/091102061307/files/teem_gamesined_full.pdf
• Md. Yunus, M., & Nur Rashidah, K. R. (2011). Motivation and attitudes for learning English among year six students in primary rural school. Procedia - Social and Behavioral Sciences, 15, 2631–2636. https://doi.org/10.1016/j.sbspro.2011.04.160
• Medina, E. G. L., & Hurtado, C. P. R. (2017). Kahoot! a digital tool for learning vocabulary in a language classroom. Revista Publicando, 12(1), 441-449.
• Mehdiyev, E., Uğurlu, C. T., & Usta, H. G. (2017). İngilizce dil öğreniminde güçlükler ölçeği geçerlik ve güvenirlik çalışması [The validity and reliability study of English language learning difficulties scale]. Journal of Theory and Practice in Education, 13(3), 411–429. https://doi.org/10.9761/JASSS3632
• Nkhoma, C., Nkhoma, M., Thomas, S., Tu, L. K., & Le, N. Q. (2018). Gamifying a flipped first year accounting classroom using Kahoot! International Journal of Information System and Engineering, 6(2), 93–115. https://doi.org/10.24924/ijise/2018.11/v6.iss2/93.115
• Orhan-Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers and Education, 135, 15–29.
• Özkan, Z., & Samur, Y. (2017). Oyunlaştırma yönteminin öğrencilerin motivasyonları üzerine etkisi [Effects on the students' motivations of using the gamification method in learning process: A content analysis study]. Ege Journal of Education, 18(2), 857–886.
• Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers and Education, 53(3), 603–622.
• Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). SAGE Publications.
• 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. https://doi.org/10.1177/2379298116689783
• Premarathne, P. B. T. K. (2017, October). A study on incorporating gamification into ESL classroom via Kahoot! International Conference on the Humanities (ICH).
• Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizon, 9(5), 1–6.
• Purba, L. S. L., Sormin, E., Harefa, N., & Sumiyati, S. (2019). Effectiveness of use of online games Kahoot! chemical to improve student learning motivation. Jurnal Pendidikan Kimia, 11(2), 57–66.
• Putri, N. S. (2019). Kahoot application in English language teaching (ELT) context: An alternative learning strategy. ELSYA : Journal of English Language Studies, 1(1), 11–15.
• Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., Lopez, X., López, V., Rodriguez, P., & Salinas, M. (2003). Beyond Nintendo: Design and assessment of educational video games for first and second grade students. Computers and Education, 40(1), 71–94. https://doi.org/10.1016/S0360-1315(02)00099-4
• Şad, S. N., & Özer, N. (2020). Using Kahoot! as a gamified formative assessment tool: A case study. International Journal of Academic Research in Education, 5(1), 43–57.
• Susanti, S. (2018). Fun activities in teaching English by using Kahoot! Proceedings IAIN Batusangkar, 453–458.
• Takkaç-Tulgar, A. (2018). İngilizce dersine yönelik tutum ölçeği geliştirilmesi: geçerlik ve güvenirlik çalışması [Development of a scale measuring attitudes towards english lesson: A study of reliability and validity]. Bingöl University Journal of Social Sciences Institute, 8(15), 233–244. https://doi.org/10.29029/busbed.354812
• Thomas, M. (2012). Contextualizing digital game-based language learning: Transformational paradigm shift or business as usual? In M. Thomas (Ed.), Digital games in language learning and teaching (pp. 11-31). https://doi.org/10.1057/9781137005267_2
• Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The Modern Language Journal, 93(S1), 802–821. https://doi.org/10.1111/j.1540-4781.2009.00974.x
• Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers and Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
• Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
• Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. Internet and Higher Education, 33, 86–92. https://doi.org/10.1016/j.iheduc.2017.02.002
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (9th ed.). Ankara: Seçkin Publishing.
• Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137-153. https://doi.org/10.17263/jlls.712669
• Zengin, Y., Bars, M., & Şimşek, Ö. (2017). Matematik öğretiminin biçimlendirici değerlendirme sürecinde Kahoot! ve Plickers uygulamalarının incelenmesi [Investigation of using Kahoot! and Plickers in formative evaluation process in mathematics teaching]. Ege Journal of Education, 18(2), 602–626.
• Zin, N. A. M., Jaafar, A., & Seng Yue, W. (2009). Digital game-based learning (DGBL) model and development methodology for teaching history. WSEAS Transactions on Computers Archive, 8, 322–333.