Research Article
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Year 2023, Volume: 7 Issue: Special Issue - Emerging Technologies and Technology Integration in Education, 74 - 89, 30.04.2023

Ayşegül Nihan Erol Şahin

https://doi.org/10.54535/rep.1264989

Abstract

Project Number

-

References

  • Baltacı, A. (2019). Nitel Araştırma Süreci: Nitel bir araştırma nasıl yapılır? [Qualitative Research Process: How to Conduct a Qualitative Research?]. Journal of Ahi Evran University Institute of Social Sciences, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
  • Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot! as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93. doi: https://doi.org/10.3991/ijet.v13i02.7467
  • Borrell, J., Cosmas, N., Grymes, J., & Radunzel, J. (2017). The effectiveness of Kahoot! as a pre-lesson Assessment tool. The US Military Academy at West Point Retrieved from https://www.westpoint.edu/sites/default/files/inline.pdf
  • Creswell, J. W. (2015). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma deseni [Qualitative research methods: Qualitative research and research design according to five approaches]. (M. Bütün & SB Demir, Trans. Ed.). Ankara, Turkey: Pegem Akademi.
  • Erol-Şahin, A. N. (2019). Atatürk ilkeleri ve inkılap tarihi dersinin uzaktan eğitim yoluyla öğretilmesi hakkında öğretim elemanlarının görüşleri. [Opinions of lecturers about teaching Atatürk's principles and history of revolution through distance education]. GUJGEF, 39(1), 477- 502. https://doi.org/10.17152-gefad.429656-674457
  • Erol-Şahin, A. N. & Kara, H. (2022). A digital educational tool experience in history course: Creating digital comics via Pixton Edu. Journal of Educational Technology and Online Learning, 5(1), 223-242. doi 10.31681/jetol.983861
  • Güldüren, C. (2020). Utilizing technology, knowledge, and smart systems in educational administration and leadership. Journal of Educational Technology and Online Learning, 3(2), 177-182. https://doi.org/10.31681/jetol.687001
  • Gökkaya, Z. (2014). Yetişkin eğitiminde yeni bir yaklaşım: oyunlaştırma [A new approach in adult education: gamification]. HAYEF Journal of Education, 11(1), 71-84. Retrieved from https://dergipark.org.tr/tr/pub/iuhayefd/issue/8800/109998
  • İsmail, M.AA., Ahmad, A., Mohammad, J.AM., Fakri, N.M.R.M.F., Nor, M.Z.M.N., Pa, M.N.M. (2019). Using Kahoot! as a formative assessment tool in medical education: A phenomenological study. BMC Med Educ, 19, 230 https://doi.org/10.1186/s12909-019-1658-z
  • Kalleny, N. K. (2020). Advantages of Kahoot! Game-based formative assessments along with methods of its use and application during the COVID-19 pandemic in various live learning sessions. Journal of Microscopy and Ultrastructure, 8(4), 175-185. https://doi.org/10.4103/JMAU.JMAU_61_20
  • Kapp, K. M. (2012). The gamification of learning and instruction. Game-based methods and strategies for training and education. San Francisco: Pfeiffer
  • Karadağ, E., ve Yucel, C. (2020). Yeni tip coronavirus pandemisi döneminde üniversitelerde uzaktan eğitim: lisans öğrencileri kapsamında bir değerlendirme çalışması [Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions]. Yükseköğretim Dergisi, 10(2) , 181-192.
  • Karamert, Ö. & Kuyumcu Vardar, A. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning, 4(2), 96-114. https://doi.org/10.31681/jetol.904704
  • Karataş, E. (2014). Eğitimde oyunlaştırma: Araştırma eğilimleri [Gamification in education: research trends]. Journal of Ahi Evran University Kirsehir Education Faculty, 15(2), 315-333. https://doi.org/10.12984/egeefd.314801
  • Kohnke, L., & Moorhouse, B. L. (2022). Using Kahoot! to gamify learning in the language classroom. RELC Journal, 53(3), 769–775. https://doi.org/10.1177/00336882211040270
  • Licorish, S.A., Owen, H.E., Daniel, B., George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. RPTEL 13, 9. https://doi.org/10.1186/s41039-018-0078-8
  • Martín-Somer, M., Moreira, J., & Casado, C. (2021). Use of Kahoot! To Keep Students' Motivation During Online Classes in The Lockdown Period Caused by Covid 19. Journal of Educational for Chemical Engineers, 36, 154-159.
  • Maxwell, J. A. (2008). Designing a qualitative study. The SAGE Handbook of Applied Social Research Methods, 2, 214-253. https://doi.org/10.4135/9781483348858.n7
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research: A guide for design and practice]. (S. Turan, Trans. Ed.). Ankara, Turkey: Nobel.
  • Méndez, D, & Slisko, J. (2013). Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in the classroom: an initial feasibility study with prospective teachers. European Journal of Physics Education, 4(2), 17–24. Retrieved from https://files.eric.ed.gov/fulltext/EJ1052308.pdf
  • Orhan-Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot! and Quizizz. Computers & Education, 135, 15-29. doi: https://doi.org/10.1016/j.compedu.2019.02.015
  • Özkan, Z. & Samur, Y. (2017). Oyunlaştırma Yönteminin Öğrencilerin Motivasyonları Üzerine Etkisi [The Effect of Gamification Method on Students Motivation]. Aegean Journal of Education, 18(2), 857-886. https://doi.org/10.12984/egeefd.314801
  • Plump, CM, & 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
  • Setyawan, F. F. N., & Hidayat, N. (2021). The use of Kahoot! application in English language teaching during covid-19 pandemic era IT AL Huda Wonogiri (Doctoral dissertation, Universitas Muhammadiyah Surakarta). Retrieved from http://eprints.ums.ac.id/90378/11/NASKAH%20PUBLIKASI%20FIKRI.pdf
  • Tetep, T., & Arista, Y. (2022). Students’ Perception towards Kahoot! Learning Media and Its Influence towards Students’ Motivation in Learning Social Studies and Civic Education amid Pandemic in SMKN 9 Garut. The Innovation of Social Studies Journal, 4(1), 99-108.
  • Toma, F., Diaconu, D. C., & Popescu, C. M. (2021). The use of the Kahoot! learning platform as a type of formative assessment in the context of pre-university education during the covid-19 pandemic period. Education Sciences, 11(10), 649.
  • 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 & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
  • Wang, AI, & Lieberoth, A (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!. In Proceedings from the 10th European Conference on Games Based Learning, 2(2):237929811668978 738. Reading, UK: Academic Conferences International Limited.
  • Wirani, Y., Nabarian, T., & Romadhon, M. S. (2022). Evaluation of continued use on Kahoot! as a gamification-based learning platform from the perspective of Indonesian students. Procedia Computer Science, 197, 545-556. https://doi.org/10.1016/j.procs.2021.12.172
  • Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through the application of digital games in an English language class. Teaching English with technology, 18, 77-92. Retrieved from https://eric.ed.gov/?id=EJ1170635
  • Yapıcı, İ. & Karakoyun, F. (2017). Gamification in biology teaching: A sample of Kahoot! Application. Turkish Online Journal of Qualitative Inquiry, 8(4), 396-414. https://doi.org/10.17569/tojqi.335956
  • Yıldırım, A., & Şimşek, H. (2013). Nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara, Turkey: Seçkin.
  • Yıldırım, İ., & Demir, S. (2014). Oyunlaştırma ve eğitim. [Gamification and education]. International Journal of Human Sciences, 11(1), 655-670. https://doi.org/10.G14687/ijhs.v11i1.2765
  • Yığ, K. G. & Sezgin, S. (2021). An exploratory holistic analysis of digital gamification in mathematics education. Journal of Educational Technology and Online Learning, 4(2), 115-136. https://doi.org/10.31681/jetol.888096
  • Yürük, N. (2019). Edutainment: Using Kahoot! As a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning , 2(2), 89-101. https://doi.org/10.31681/jetol.557518
  • Zhang, Q., Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26, 4507–4535 https://doi.org/10.1007/s10639-021-10459-6

The Courses are Online, What about the Students? Did They Really Online? Using Kahoot! In the Emergency Remote Teaching Process

Year 2023, Volume: 7 Issue: Special Issue - Emerging Technologies and Technology Integration in Education, 74 - 89, 30.04.2023

Ayşegül Nihan Erol Şahin

https://doi.org/10.54535/rep.1264989

Abstract

This study investigates the effectiveness of using Kahoot! as an educational tool for emergency remote teaching during the COVID-19 pandemic. The research follows a phenomenological approach, which is a qualitative research method. The study group consists of 83 university students who were taking the HIST-101 course on Ataturk's Principles and History of the Turkish Revolution. The sample was selected using easily accessible sampling due to the pandemic situation. The research utilized a semi-structured interview form developed by the researchers and LMS records as data collection tools. The study lasted for 15 weeks, and the interviews were conducted online via Google Forms and the LMS. The findings were analyzed using content analysis from a holistic perspective. The research concludes that Kahoot! sessions positively impacted the students' attitudes towards the lesson and enhanced their learning. Many students found Kahoot! to be a useful tool for learning, engaging with the lesson, and having an emotionally comfortable and enjoyable educational experience without stress. The study's results suggest that using such tools for distance education has numerous benefits.

Keywords

Emergency Remote Teaching Process Gamification History teaching Kahoot! Online learning

Supporting Institution

-

Project Number

-

Thanks

-

References

  • Baltacı, A. (2019). Nitel Araştırma Süreci: Nitel bir araştırma nasıl yapılır? [Qualitative Research Process: How to Conduct a Qualitative Research?]. Journal of Ahi Evran University Institute of Social Sciences, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
  • Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot! as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93. doi: https://doi.org/10.3991/ijet.v13i02.7467
  • Borrell, J., Cosmas, N., Grymes, J., & Radunzel, J. (2017). The effectiveness of Kahoot! as a pre-lesson Assessment tool. The US Military Academy at West Point Retrieved from https://www.westpoint.edu/sites/default/files/inline.pdf
  • Creswell, J. W. (2015). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma deseni [Qualitative research methods: Qualitative research and research design according to five approaches]. (M. Bütün & SB Demir, Trans. Ed.). Ankara, Turkey: Pegem Akademi.
  • Erol-Şahin, A. N. (2019). Atatürk ilkeleri ve inkılap tarihi dersinin uzaktan eğitim yoluyla öğretilmesi hakkında öğretim elemanlarının görüşleri. [Opinions of lecturers about teaching Atatürk's principles and history of revolution through distance education]. GUJGEF, 39(1), 477- 502. https://doi.org/10.17152-gefad.429656-674457
  • Erol-Şahin, A. N. & Kara, H. (2022). A digital educational tool experience in history course: Creating digital comics via Pixton Edu. Journal of Educational Technology and Online Learning, 5(1), 223-242. doi 10.31681/jetol.983861
  • Güldüren, C. (2020). Utilizing technology, knowledge, and smart systems in educational administration and leadership. Journal of Educational Technology and Online Learning, 3(2), 177-182. https://doi.org/10.31681/jetol.687001
  • Gökkaya, Z. (2014). Yetişkin eğitiminde yeni bir yaklaşım: oyunlaştırma [A new approach in adult education: gamification]. HAYEF Journal of Education, 11(1), 71-84. Retrieved from https://dergipark.org.tr/tr/pub/iuhayefd/issue/8800/109998
  • İsmail, M.AA., Ahmad, A., Mohammad, J.AM., Fakri, N.M.R.M.F., Nor, M.Z.M.N., Pa, M.N.M. (2019). Using Kahoot! as a formative assessment tool in medical education: A phenomenological study. BMC Med Educ, 19, 230 https://doi.org/10.1186/s12909-019-1658-z
  • Kalleny, N. K. (2020). Advantages of Kahoot! Game-based formative assessments along with methods of its use and application during the COVID-19 pandemic in various live learning sessions. Journal of Microscopy and Ultrastructure, 8(4), 175-185. https://doi.org/10.4103/JMAU.JMAU_61_20
  • Kapp, K. M. (2012). The gamification of learning and instruction. Game-based methods and strategies for training and education. San Francisco: Pfeiffer
  • Karadağ, E., ve Yucel, C. (2020). Yeni tip coronavirus pandemisi döneminde üniversitelerde uzaktan eğitim: lisans öğrencileri kapsamında bir değerlendirme çalışması [Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students’ perceptions]. Yükseköğretim Dergisi, 10(2) , 181-192.
  • Karamert, Ö. & Kuyumcu Vardar, A. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning, 4(2), 96-114. https://doi.org/10.31681/jetol.904704
  • Karataş, E. (2014). Eğitimde oyunlaştırma: Araştırma eğilimleri [Gamification in education: research trends]. Journal of Ahi Evran University Kirsehir Education Faculty, 15(2), 315-333. https://doi.org/10.12984/egeefd.314801
  • Kohnke, L., & Moorhouse, B. L. (2022). Using Kahoot! to gamify learning in the language classroom. RELC Journal, 53(3), 769–775. https://doi.org/10.1177/00336882211040270
  • Licorish, S.A., Owen, H.E., Daniel, B., George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. RPTEL 13, 9. https://doi.org/10.1186/s41039-018-0078-8
  • Martín-Somer, M., Moreira, J., & Casado, C. (2021). Use of Kahoot! To Keep Students' Motivation During Online Classes in The Lockdown Period Caused by Covid 19. Journal of Educational for Chemical Engineers, 36, 154-159.
  • Maxwell, J. A. (2008). Designing a qualitative study. The SAGE Handbook of Applied Social Research Methods, 2, 214-253. https://doi.org/10.4135/9781483348858.n7
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research: A guide for design and practice]. (S. Turan, Trans. Ed.). Ankara, Turkey: Nobel.
  • Méndez, D, & Slisko, J. (2013). Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in the classroom: an initial feasibility study with prospective teachers. European Journal of Physics Education, 4(2), 17–24. Retrieved from https://files.eric.ed.gov/fulltext/EJ1052308.pdf
  • Orhan-Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot! and Quizizz. Computers & Education, 135, 15-29. doi: https://doi.org/10.1016/j.compedu.2019.02.015
  • Özkan, Z. & Samur, Y. (2017). Oyunlaştırma Yönteminin Öğrencilerin Motivasyonları Üzerine Etkisi [The Effect of Gamification Method on Students Motivation]. Aegean Journal of Education, 18(2), 857-886. https://doi.org/10.12984/egeefd.314801
  • Plump, CM, & 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
  • Setyawan, F. F. N., & Hidayat, N. (2021). The use of Kahoot! application in English language teaching during covid-19 pandemic era IT AL Huda Wonogiri (Doctoral dissertation, Universitas Muhammadiyah Surakarta). Retrieved from http://eprints.ums.ac.id/90378/11/NASKAH%20PUBLIKASI%20FIKRI.pdf
  • Tetep, T., & Arista, Y. (2022). Students’ Perception towards Kahoot! Learning Media and Its Influence towards Students’ Motivation in Learning Social Studies and Civic Education amid Pandemic in SMKN 9 Garut. The Innovation of Social Studies Journal, 4(1), 99-108.
  • Toma, F., Diaconu, D. C., & Popescu, C. M. (2021). The use of the Kahoot! learning platform as a type of formative assessment in the context of pre-university education during the covid-19 pandemic period. Education Sciences, 11(10), 649.
  • 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 & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
  • Wang, AI, & Lieberoth, A (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!. In Proceedings from the 10th European Conference on Games Based Learning, 2(2):237929811668978 738. Reading, UK: Academic Conferences International Limited.
  • Wirani, Y., Nabarian, T., & Romadhon, M. S. (2022). Evaluation of continued use on Kahoot! as a gamification-based learning platform from the perspective of Indonesian students. Procedia Computer Science, 197, 545-556. https://doi.org/10.1016/j.procs.2021.12.172
  • Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through the application of digital games in an English language class. Teaching English with technology, 18, 77-92. Retrieved from https://eric.ed.gov/?id=EJ1170635
  • Yapıcı, İ. & Karakoyun, F. (2017). Gamification in biology teaching: A sample of Kahoot! Application. Turkish Online Journal of Qualitative Inquiry, 8(4), 396-414. https://doi.org/10.17569/tojqi.335956
  • Yıldırım, A., & Şimşek, H. (2013). Nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara, Turkey: Seçkin.
  • Yıldırım, İ., & Demir, S. (2014). Oyunlaştırma ve eğitim. [Gamification and education]. International Journal of Human Sciences, 11(1), 655-670. https://doi.org/10.G14687/ijhs.v11i1.2765
  • Yığ, K. G. & Sezgin, S. (2021). An exploratory holistic analysis of digital gamification in mathematics education. Journal of Educational Technology and Online Learning, 4(2), 115-136. https://doi.org/10.31681/jetol.888096
  • Yürük, N. (2019). Edutainment: Using Kahoot! As a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning , 2(2), 89-101. https://doi.org/10.31681/jetol.557518
  • Zhang, Q., Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26, 4507–4535 https://doi.org/10.1007/s10639-021-10459-6
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ayşegül Nihan Erol Şahin 0000-0001-6320-982X

Project Number -
Early Pub Date April 30, 2023
Publication Date April 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: Special Issue - Emerging Technologies and Technology Integration in Education

Cite

APA Erol Şahin, A. N. (2023). The Courses are Online, What about the Students? Did They Really Online? Using Kahoot! In the Emergency Remote Teaching Process. Research on Education and Psychology, 7(Special Issue), 74-89. https://doi.org/10.54535/rep.1264989
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