Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE
| dc.Location | 2019 LB 1525.34 A43 | |
| dc.Supervisor | Dr Emad A. S. Abu-Ayyash | |
| dc.contributor.author | Alawadhi, Azza | |
| dc.date.accessioned | 2020-02-16T08:28:11Z | |
| dc.date.available | 2020-02-16T08:28:11Z | |
| dc.date.issued | 2019-10 | |
| dc.description.abstract | In recent years, game-based student response systems (GSRS) such as Socrative, Quizlet, and Kahoot! has become a popular tool to increase motivation, enhance classroom engagement, and facilitate collaborative learning. Despite the popularity of GSRS, little research has attempted to understand student perceptions and experiences using these platforms for language learning across higher education in the Middle East. The purpose of this exploratory mixed methods research was to examine undergraduate student perceptions of Kahoot!, a game-based interactive platform, in an English language course at a federal higher education institution in the UAE. The qualitative phase of data collection involved using semi-structured in-depth interviews (N=10) to understand Emirati students’ attitude, experience and general perception of Kahoot!. In addition, quantitative evidence was collected through an online survey (N=112) to find out which variables identified in the interviews were experienced by the majority of undergraduate students using Kahoot!. This study contributes to the literature by providing an insight into students’ perceived value, usefulness, satisfaction and overall experience of GSRS through mixed-methods analysis. Results were found to be consistent with the current literature as there was a positive general response towards Kahoot!, with the highest influence reported on increased motivation, improved classroom engagement, and enhanced learning experience. However, the effect on academic performance was not significant as perceived by Emirati students. The outcome of this study suggests that gamified digital platforms could be incorporated as part of the teaching pedagogy to retain students’ attention, increase participation, and provide undergraduate students with an enhanced enjoyable learning experience. This research further highlights the need to integrate more game-based learning strategies not only to increase students’ motivation but to also support a learner-centered environment. | en_US |
| dc.identifier.other | 20171674 | |
| dc.identifier.uri | https://bspace.buid.ac.ae/handle/1234/1565 | |
| dc.language.iso | en | en_US |
| dc.publisher | The British University in Dubai (BUiD) | en_US |
| dc.subject | game-based learning | en_US |
| dc.subject | Kahoot! | en_US |
| dc.subject | motivation | en_US |
| dc.subject | classroom engagement | en_US |
| dc.subject | higher education | en_US |
| dc.subject | Middle East | en_US |
| dc.subject | United Arab Emirates (UAE) | en_US |
| dc.subject | learner-centered environment | en_US |
| dc.title | Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE | en_US |
| dc.type | Dissertation | en_US |