Kahoot! Using a Game-Based Approach to Blended Learning to Support Effective Learning Environments and Student Engagement in Traditional Lecture Theatres

Autor/in	Holbrey, Christine Elizabeth
Titel	Kahoot! Using a Game-Based Approach to Blended Learning to Support Effective Learning Environments and Student Engagement in Traditional Lecture Theatres
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 2, S.191-202 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holbrey, Christine Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1737568
Schlagwörter	Educational Games; Blended Learning; Undergraduate Students; Student Attitudes; Lecture Method; Student Participation; Interaction; Competition; Learner Engagement; Teaching Methods; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Wettkampf; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Traditional lecture theatre environments present significant challenges in higher education, in light of increasingly large and diverse student populations. This small-scale study explores how blended learning through the game-based platform Kahoot! can be used to enhance the learning experience offered to students in these spaces, from the perspective of 44 final-year primary education undergraduates. An action research approach was employed with data collected from pre- and post-lecture surveys. Findings suggest that the integration of synchronous online learning in lecture theatres presented no technical difficulties and that gaming was successful in enabling active participation and interactive learning. Students valued its competitive nature, the immediacy of feedback on their knowledge and structured opportunities for further discussion. Students reported improvements in engagement, concentration and retention, although results for the latter were more ambiguous and would benefit from further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01