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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After ANCOVA adjustment for unequal pre-test scores, the Kahoot experimental group outperformed the control group on the post-test of grammar and vocabulary knowledge. → 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 · r2

Quasi-experimental study of two intact sections (38 experimental, 39 control) of second-year Thai university students; one-way ANCOVA compared adjusted post-test means with pre-test as covariate. The adjusted means were "22.74 and 19.91 accordingly", with F = 25.039, p = .000.

"the outcome revealed that the mean scores of both the control group and the experimental group carried a significant difference ( F = 25.039, p = .000). The assumption then was substantiated. Th at is, students in the experimental group achieved higher test scores than those in the control group. The mean scores were 22.74 and 19.91 accordingly."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Students taught with Kahoot reported significantly higher learning motivation than students taught with paper quizzes — related