Gamified Assessment
Utilizing Kahoot as an Online Formative Assessment Tool in Online Learning
DOI:
https://doi.org/10.5281/zenodo.17021917Abstract
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This research aims to identify the effectiveness of Kahoot as a gamified formative assessment tool in online learning. Classroom action research was conducted, and the Kurt Lewin Model was followed to plan, implement the intervention, observe and reflect on the activity. To answer the research questions, pre and post tests were used, where a t-test was applied to find out the effectiveness of utilising Kahoot for improving students’ academic performance in online learning. On the other hand, students' opinionnaire was utilised and focus group discussions were conducted with the students after practically utilising Kahoot. Quantitative data were analysed through both descriptive and inferential statistics, while qualitative data were analysed through thematic analysis. Quantitative data revealed that students outperformed in the post-test as compared to the pre-test. Students also viewed Kahoot as a better option to be utilised for online formative assessments as it helped in creating a supportive environment, supporting interactive engagement, and providing on-the-spot productive feedback. Thus, findings of the study highlighted that Kahoot effectively enhanced students’ level of understanding, performance and engagement towards their learning, and it provided students and teachers with instant feedback.
Keywords:
Gamified learning, Kahoot, Online formative assessment, Online learningReferences
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