Students taught with Kahoot reported significantly higher learning motivation than students taught with paper quizzes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At the end of the course, the experimental group's motivation questionnaire average (Mean = 3.42, SD = .44) was much higher than the control group's (Mean = 3.02, SD = .66), a statistically significant difference. → Saovapa Wichadee and Fasawang Pattanapichet 2017

Evidence¶

Saovapa Wichadee and Fasawang Pattanapichet 2017¶

Saovapa Wichadee and Fasawang Pattanapichet. (2017). Enhancement of Performance and Motivation through Application of Digital Games in an English Language Class. Teaching English with Technology, 18(1), 77-92. https://eric.ed.gov/?id=EJ1170635

q2 · i? · causal · r1

Ten-item motivation questionnaire (modified from Keller's Course Interest Survey, reliability coefficient .86) administered to both groups at week 14. The experimental group scored higher on all ten items; an independent t-test gave p = .003, significant at the .05 level.

"the average score of motivation of students in the experimental group (Mean = 3.42, SD = .44) was much higher than that of the control group (Mean = 3.02, SD = .66)"

Discussion¶

Related Claims¶

• In a Thai university EFL course, students revising with Kahoot achieved higher adjusted post-test grammar and vocabulary scores than students revising with paper quizzes — related
• Experimental-group students expressed positive attitudes toward gamification, accepting the technique at a high level overall — related