The Role of Game-Based Learning (Kahoot!) in Enhancing Academic Performance in Higher Education
Description
The aim of the study is to compare student performance during testing on the Ka-hoot! and Moodle platforms; to determine the impact of gamification on knowledge acquisition, motivation, and engagement. An experimental group (EG) of 70 undergraduate students from Lviv Polytechnic National University was formed to participate in the experiment. Respondents’ ages ranged from 18 to 25 years old. 64.16% of respondents were women and 35.84% were men. Students completed an initial educational test on the Kahoot! platform and a final control test in the Virtual Learning Environment (VLE) of Lviv Polytechnic Na-tional University.
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Steps to reproduce
The respondents were 158 undergraduate students. The students were randomly divided into two groups: an experimental group (hereinafter referred to as EG) and a control group (CG). Students of the EG took the initial test using the Kahoot!, and students of the CG took the initial test in traditional paper form. Afterwards the students took the final test. Comparison of the received results of the final test demonstrates that the CG students performed better than the EG students. 97.72 % of CG students received high scores, while 92.85% of EG students got high scores. After comparing the data of the final test of the CG and EG students, we found out that the use of games on the Kahoot! platform did not significantly affect the learning outcomes of students. The results of the study are important for developing a more effective learning process. Teachers should take into account that the use of Kahoot! in the learning process requires improvement.
Institutions
- Nacional'nij universitet L'vivs'ka politehnika