Volume 04 Issue 07-2024
81
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
08
P
AGES
:
81-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study investigates the effectiveness of Kahoot as a tool to enhance student engagement within English Access
classes. The core objectives are to assess the influence of Kahoot on student participation and scrutinize student
perceptions concerning its utilization in Access classes. A total of twenty-four Access students from the University of
Education Lahore, Faisalabad Campus, actively participated in this research initiative. The primary instrument for data
collection was a questionnaire survey. The findings underscore the positive impact of integrating Kahoot into Access
classes, particularly noting its advantageous effect on students' active involvement in the learning process. The study
suggests that the incorporation of Kahoot not only enhances students' participation but also contributes to a deeper
understanding of the English language learning process. Moreover, it recommends considering a larger sample size
to further strengthen the study's implications.
Research Article
ASSESSING THE ROLE OF KAHOOT IN ENGLISH ACCESS CLASSES: A
RESEARCH INQUIRY INTO STUDENT ENGAGEMENT
Submission Date:
Aug 18, 2024,
Accepted Date:
Aug 23, 2024,
Published Date:
Aug 28, 2024
Crossref doi:
https://doi.org/10.37547/ijll/Volume04Issue08-07
Anam Ikhtiar
Institute of Language and Literature, Riphah International University, Islamabad, Pakistan
Umar Riaz
Institute of Language and Literature, Riphah International University, Islamabad, Pakistan
Aber Nasia
Institute of Language and Literature, Riphah International University, Islamabad, Pakistan
Muhammad Taimoor Naseer Awan
Institute of Language and Literature, Riphah International University, Islamabad, Pakistan
Muhammad Haseeb Nawaz
Institute of Language and Literature, Riphah International University, Islamabad, Pakistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 07-2024
82
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
08
P
AGES
:
81-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
KEYWORDS
Kahoot, Student Engagement, Access Classes, English Language Learning.
INTRODUCTION
The English Access Scholarship Program stands out as
a transformative initiative aimed at providing English
language education to economically disadvantaged
students around the world. Unlike traditional
classroom settings, the Access Program operates as an
innovative and immersive learning experience
designed to empower students with the linguistic skills
needed to thrive in a globalized world. Sponsored by
the U.S. Department of State, this unique program
prioritizes inclusivity and diversity, ensuring that
students facing economic barriers can access quality
language education. By employing dynamic and
interactive teaching methodologies, the Access
Program goes beyond conventional classroom
boundaries, fostering an environment that nurtures
language proficiency, cultural understanding, and
cross-cultural communication skills. This introduction
sets the stage for exploring the distinctive features
that set the English Access Scholarship Program apart
from traditional classroom approaches, emphasizing
its impact on creating educational equity and preparing
students for success in an interconnected global
community.
English teaching methods exhibit diversity, with some
educators favoring teacher-centered approaches,
others opting for student-centered methods, and an
increasing
number
integrating
instructional
technology. Technology, particularly multimedia, plays
a vital role in amplifying student engagement
(Maesaroh et al., 2020). Aligned with the preferences
of the Y and Z generations, adept at leveraging
technology for learning, the use of technology and
gamification significantly contributes to students'
social, emotional, motivational, and cognitive
development (Muhridza et al., 2018). Advances in
science and technology enable the creation of
engaging
learning
environments,
consequently
improving overall learning outcomes (Prawira &
Mukhaiyar, 2020). Games in the classroom, focusing on
knowledge and information rather than mere
dexterity, foster active participation and enhance
quick thinking and problem-solving skills (Licorish et
al., 2017). Platforms such as Kahoot!, grounded in
gamification,
are
well-suited
for
educators
transitioning to online teaching.
Previous research has illuminated the utilization of
learning platforms to enhance online learning, with
Brown (2018) emphasizing the necessity for a rigorous
instructional design process when teaching ESL classes
through online platforms. Game-based learning
presents a pathway for educators to infuse active
learning into ESL lessons, augmenting student interest
and providing rapid performance feedback. Online
game-based learning platforms, like Kahoot, present
an opportunity for teachers and organizations to
create engaging web-based learning experiences for
students, injecting an element of excitement into
English lessons. This research centers on Kahoot's
application as a game-based learning platform in
Access classes and evaluates its impact on improving
Volume 04 Issue 07-2024
83
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
08
P
AGES
:
81-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
students' engagement. The study aims to discern
students' participation through the use of Kahoot and
explore their perceptions of its effectiveness.
Problem Statement
In traditional English classrooms, maintaining
technology-based and innovative approaches poses
challenges, resulting in reduced student participation
and hindering comprehension of English lessons. When
students transition from traditional to online
classrooms, difficulties arise in understanding English
lessons. Online game-based learning platforms like
Kahoot, with diverse mini-games, provide an avenue
for reviewing theory, ideas, and terminology. As
indicated by Hasram et al. (2021), Kahoot can enrich
students' experiences, retaining their attention and
enhancing participation in lessons. This study focuses
on identifying the impact of using Kahoot on students'
participation in Access classes and examining students'
perceptions of its efficacy.
Research Objectives
The purpose of this study is to identify the impact of
using Kahoot on students’ participation in the Access
classes. Besides, the researcher carried out this study
to examine the students’ perception of using Kahoot in
the Access classes.
Research Questions
This research is conducted based on the following
questions:
i.
Does Kahoot improve students’ participation in
an Access classes?
ii.
What are the students’ perceptions of using
Kahoot in the Access classes?
Significance of the Research
This research allows Access teachers to have insights
about the use of Kahoot and its impact towards the
students in learning English in Access classes. By
looking into the impact of using Kahoot, teachers are
able to create more creative and interactive activities
by using Kahoot to enhance the stude
nts’ participation
in Access classes.
LITERATURE REVIEW
Game-based learning has attracted considerable
attention from educators aiming to enhance student
engagement in online classes (Portela, 2020). The
incorporation of gamification is deemed crucial for
elevating student participation and involvement in a
class, as enjoyable lessons captivate students'
attention (Portela, 2020). Language games, as
revealed in various studies, not only aid in boosting
confidence but also contribute to better academic
outcomes by addressing attention retention issues
(Anderson-Cooper, 2020). Games, by focusing
students on specific tasks, have been proven to
enhance attention and consequently improve
academic performance.
Games, being excellent learning tools, provide learners
with a simulated environment where they can explore
different options without the fear of failure (Anderson-
Cooper, 2020). The game-based learning platform
offers students ample opportunities to rectify
mistakes, further stimulating their interest in language
learning. Chapman and Rich (2018) endorse the idea
that online games encourage problem-solving and
interactive learning, integrating critical thinking with
gaming dynamics, thereby enhancing students'
cognitive abilities.
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OCLC
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Publisher:
Oscar Publishing Services
Servi
While technology integration is known to sustain
student engagement, Tapia-Nunez (2021) emphasizes
the importance of distinguishing engagement from
distraction during game-based learning. Despite the
potential distraction posed by game goals, Anderson-
Cooper (2020) contends that well-planned games
provide opportunities for active student engagement,
aligning with the positive outcomes observed in
various studies.
Research consistently indicates that game-based
learning platforms enhance enjoyment, engagement,
and motivation, helping students sustain attention and
comprehend topics effectively (Cameron & Bizo, 2019).
Features embedded in games contribute to vocabulary
learning experiences for ESL learners, fostering
enthusiasm and motivation (Cameron & Bizo, 2019).
Green (2020) further supports the idea that games
promote creativity, collaborative problem-solving, and
a deeper understanding of concepts while motivating
students. Game-based learning, with its immersive
nature, not only positively impacts language learning
but also nurtures creativity, exploration, and initiative.
Motivation, as defined by Dichev and Dicheva (2017), is
a psychological process giving behavior purpose and
direction. The use of game-based learning not only
enhances motivation but also serves as a stimulus for
language use (Dichev & Dicheva, 2017).
METHODOLOGY
A mixed-methods approach was employed in this
research to comprehensively address the research
objectives, incorporating both quantitative and
qualitative data analysis (Shorten & Smith, 2017).
A survey served as the quantitative instrument,
focusing on students' perceptions of using Kahoot in
Access classes. The survey comprised three sections:
Part A collected respondent information, Part B
included questions about using Kahoot in Access
classes, and Part C featured ten items gauging
students' perceptions of Kahoot usage. The survey
utilized a 5-point scale, ranging from "strongly agree"
to "strongly disagree," prompting participants to
express their agreement or disagreement with the
statements. Responses were then categorized and
tabulated to derive insights into Kahoot's potential to
enhance students' participation.
DISCUSSION
The impact of Kahoot on students' participation in
Access classes was profound, as evidenced by
increased engagement, motivation, and active
involvement. The introduction of Kahoot resulted in
heightened participation during lessons, reflecting
positively on student motivation. The observation
indicated a notable rise in student engagement post-
Kahoot activities, fostering a more open and
comfortable
classroom
atmosphere.
Students
provided feedback affirming that Access classes
became more interesting and enjoyable with the
integration of Kahoot, underscoring its potential to
motivate students for future participation. The
absence of negative feedback suggests Kahoot's
efficacy in sustaining student engagement, aligning
with Felszeghy et al.'s (2019) assertion that technology
inclusion enhances sustained student engagement.
Students' Perception of using Kahoot in Access classes
A survey involving students from various Access
classes aimed to gauge their perceptions of using
Kahoot. The findings from the survey demonstrated
students' positive attitudes toward Kahoot, confirming
Volume 04 Issue 07-2024
85
International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
04
ISSUE
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
its effectiveness in enhancing engagement and overall
learning experiences. The research provides a
comprehensive understanding of the multifaceted
impact of Kahoot on students' participation and
perceptions in Access classes.
Fig 1
According to Figure 1, a notable 42% of respondents
believe that Kahoot contributes significantly to
enhancing their engagement in class. This underscores
the effectiveness of Kahoot in actively involving
students during activities, fostering a more engaging
classroom environment. Additionally, a substantial 46%
of respondents express a strong belief that Kahoot
facilitates independent student work. The clarity of
instructions provided by Kahoot for completing
quizzes (50%) and the immediate provision of answers
after quiz completion (54%) contribute to this
perception. Equally significant is the agreement among
respondents, with 38% agreeing and another 38%
strongly agreeing that Kahoot plays a role in
developing students' confidence in learning English.
Key factors contributing to this confidence include the
ability to check the leaderboard for scores (46%) and
the option for students to play the game more than
twice (42%).
Furthermore, 38% of respondents concur that Kahoot
proves effective in teaching vocabulary. This sentiment
aligns with the belief held by 50% of respondents that
Kahoot aids in enhancing students' understanding of
English lessons and vocabulary. The outcomes suggest
a positive impact on vocabulary learning and language
comprehension with the incorporation of Kahoot.
Additionally, 46% of respondents acknowledge
Kahoot's role in promoting interactive learning,
emphasizing the platform's ability to engage students
actively. A significant 54% of respondents express
agreement with the idea that the use of Kahoot
motivates them to participate more enthusiastically in
class activities. This alignment demonstrates the
positive influence of Kahoot on student motivation in
the learning process.
Moreover, when addressing concerns about internet
data usage, 33% of respondents express uncertainty,
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International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
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ISSUE
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
while another 33% believe that Kahoot does not
consume excessive internet data. This indicates a
balanced perspective among students regarding the
potential impact on internet data usage. Furthermore,
a substantial 54% of respondents agree that the diverse
range of topics available on Kahoot attracts students
to actively participate in classroom activities. The
interesting design of Kahoot, as noted by 50% of
respondents, contributes to its attractiveness. These
collective responses showcase a prevalent positive
sentiment among students regarding the use of
Kahoot in Access classes.
Fig 2
Figure 2 illustrates the breakdown of students'
preferences for Kahoot activities. Notably, 32% of form
1 students, totaling 18 respondents, favored English GK
quiz as their primary choice on Kahoot. Following
closely, 25% or 15 respondents expressed a preference
for vocabulary quizzes. Grammar revision garnered the
preference of 18%, with 11 respondents, while 18% or 10
respondents favored engaging in overall ESL lessons.
Lastly, a smaller proportion, 7% or 3 respondents, opted
for other categories. These findings underscore the
popularity of English GK quiz and vocabulary revision
among students.
CONCLUSION
This research explored the impact of incorporating
Kahoot on students' participation in Access classes
through observation and surveys. The positive impacts
observed indicate that Kahoot enhances students'
active engagement and motivation, particularly in
discussions and vocabulary revision.
Students actively participated in discussions following
the introduction of Kahoot, displaying increased
comfort, engagement, and motivation. The interactive
nature of Kahoot contributed to a more dynamic
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OCLC
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Publisher:
Oscar Publishing Services
Servi
classroom environment, with students readily
answering questions and expressing opinions.
Majority of students believe that Kahoot aids in better
understanding ESL lessons, providing immediate
answers and allowing multiple attempts. Kahoot also
supports independent work, offering clear instructions
and allowing students to monitor their progress
through leaderboards. The platform's effectiveness in
teaching vocabulary and attracting students' active
participation was evident.
Students favor English GK quizzes and vocabulary
revision over grammar, ESL lessons, and other
categories. The competitive nature of these activities,
as observed through Kahoot, appeals to students'
interest and precision in answering quizzes.
RECOMMENDATIONS
1. Conduct additional research on diverse game-based
learning platforms to support a comprehensive
analysis of student engagement.
2. Expand the study to encompass different learning
platforms, ensuring a broader understanding of their
impact on classroom participation.
In conclusion, while the study provides valuable
insights into the positive influence of Kahoot on
student engagement, further research is needed to
explore a wider array of learning platforms and include
a larger and more diverse sample size to ensure
comprehensive findings.
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88
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
08
P
AGES
:
81-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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student achievement and student engagement
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Theses Global. (2519024765).
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Cameron, K. E., & Bizo, L. A. (2019). Use of the
game-based learning platform KAHOOT! to
facilitate learner engagement in Animal Science
students. Research in Learning Technology, 27, 1-
14.Available
at:
https://doi.org/10.25304/rlt.v27.2225.
15.
Channel News Asia. (2021). Home-based learning
for new school term in Malaysia: Education
minister.
Retrieved
from:
https://www.channelnewsasia.com/asia/malaysia-
covid19-schools-home-based-teaching-learning-
june-radzi- 1836656.
16.
Chapman, J. R., & Rich, P. J. (2018). Does
educational gamification
improve students’
motivation? If so, which game elements work best?
Journal of Education for Business, 93(7), 315-
322.Available
at:
https://doi.org/10.1080/08832323.2018.1490687.
17.
Dichev, C., & Dicheva, D. (2017). Gamifying
education: What is known, what is believed and
what remains uncertain: A critical review.
International Journal of Educational Technology in
Higher
Education,
14(1),
1-36.Available
at:
https://doi.org/10.1186/s41239-017-0042-5.
18.
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A.,
Nieminen, P., Härkönen, K., Paldanius, K., . . .
Lundin, M. (2019). Using online game-based
platforms to improve student performance and
engagement in histology teaching. BMC Medical
Education,
19(1),
1-11.Available
at:
https://doi.org/10.1186/s12909-019-1701-0.
19.
Green, W. C. (2020). A phenomenological study:
Exploring chinese junior high school students’ lived
experiences and perceptions of using game-based
technology to learn english in an english as foreign
language classroom in shanghai, china (EFL-C)
(Order No. 27742492). ProQuest Dissertations &
Theses Global. (2389670101).
20.
Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, M.
Y., Abd Rahman, M. J., & Mohammad, W. M. R. W.
Volume 04 Issue 07-2024
89
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
08
P
AGES
:
81-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
(2021). The effects of Kahoot online games (Wow)
on english language vocabulary learning among
year 5 pupils. Theory and Practice in Language
Studies,
11(9),
1059-1066.Available
at:
https://doi.org/10.17507/tpls.1109.11.
21.
Nasution, A. K., Surbakti, A. H., Zakaria, R.,
Wahyuningsih, S. K., & Daulay, L. A. (2021). Face to
face learning vs blended learning vs online learning
(Student perception of learning). Journal of
Physics:
Conference
Series,
1783(1),
012112.Available at: https://doi.org/10.1088/1742-
6596/1783/1/012112.
22.
Portela, F. (2020). Techteach
—
an innovative
method to increase the students engagement at
classrooms. Information, 11(10), 1- 31.Available at:
https://doi.org/10.3390/info11100483.
23.
Shorten, A., & Smith, J. (2017). Mixed methods
research: Expanding the evidence base. Evidence-
Based Nursing, 20(3), 74- 75.Available at:
https://doi.org/10.1136/eb-2017-102699.
24.
Tapia-Nunez, S. (2021). The effect of problem-
based learning and game-based learning on
student achievement and student engagement
(Order No. 28321294). ProQuest Dissertations &
Theses Global. (2519024765).
