ANALYZING THE EFFICACY OF THE TESTING EFFECT USING KAHOOTTM ON STUDENT PERFORMANCE
| Autor: | Darren Iwamoto, Erik Jon Taitano, Ky Vuong, Jace Hargis |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
self-regulation
Teaching method formative assessment education 050105 experimental psychology Educational technology self-regulation formative assessment gamification testing effect Education Formative assessment Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences gamification Action research Testing effect Class (computer programming) Medical education lcsh:LC8-6691 lcsh:Special aspects of education 05 social sciences Significant difference Educational technology 050301 education testing effect User interface Psychology 0503 education |
| Zdroj: | The Turkish Online Journal of Distance Education, Vol 18, Iss 2, Pp 80-93 (2017) Volume: 18, Issue: 2 80-93 Turkish Online Journal of Distance Education |
| ISSN: | 1302-6488 |
| Popis: | Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to address low high-stakes examination scores. This was accomplished through the introduction of an online quizzing application that utilized a game show-like user interface called Kahoot™. The results showed a significant difference in high-stakes examination scores for students who utilized Kahoot™ versus students who did not. It can be suggested that pedagogical tools like Kahoot™ have the potential to enhance and improve high-stakes examination scores at the college and university level. Students that used Kahoot™ felt positive about their experience. The results of this study also suggest that creating a fun and engaging environment also supports improved academic performance. |
| Databáze: | OpenAIRE |
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