Traditional school is perceived to be ineffective and boring by many students while most schools are facing significant problems finding methods to motivate the learners (Lee & Hammer, 2011). On the other hand, the characteristics of the game, electronic or not, provide effective means of enhancing students' motivation, allowing them to experience activities with a high degree of interaction (Squire, 2005).
The term gamification is commonly used to describe the process of importing game mechanisms into situations that were not originally intended for a game (Sahin, Karadag, Bozkurt, Dogan, Kilinic, Ugur, Gumus & Guler, 2017). In contrast to gaming-based learning, which is essentially the incorporation of video games in the classroom, whether designed for educational purposes, the so-called serious games, or commercial games with an educational value (Squire, 2005), the gamification process does not aim to design a whole new game but rather to use the mechanisms that bind it so as to encourage and reward behaviors that promote learning and good social interactions (Fu Rude, I., Tomozei, C., & Köse, 2017; Yuan, 2017). Gamification can be found in a variety of fields, from organizations and companies to schools, but the concept is thriving in applications that are designed to operate on the Internet (Sanchez, Young & Jouneau-Sion, Caroline, 2017).
Gamification allows teachers to put learners as active participants in the educational process through the enhancement of interest they demonstrate, ultimately leading to increased engagement with the subject (Kapp, 2012; Furdu, I., Tomozei, C., & Köse, 2017). Regarding the motivation of people in engaging in an activity, it plays a crucial role since it contributes to the achievement of learning and preservation of knowledge over time (Sahin et.al, 2017). A study by Turan, Avinc, Kara, and Goktas (2016) advocates this view, highlighting the element of improved performance in learning objectives in a team that used game elements, compared to a group taught in the traditional way of teaching.
The typical features of a game based learning environment include the use of video game devices such as missions, levels, badges, point system, leaderboards, avatars, virtual goods and progress bars (Deterding , Sicart, Nacke, O'Hara & Dixon, 2011; Yuan, 2017). Missions, as well as the levels that are the basic features of games, link the theory to practice and provide students a picture of their skill, allowing them to move to higher levels after they have first mastered the previous ones (Stott & Neustaedter, 2013). What is important is the existence of mechanisms that promote competition, as competition with other participants influences the way experience is experienced in a game system, reinforcing the motivation to engage through the element of challenge (Griffiths, 2002; Glover , 2013). Besides, it should not be forgotten that for the successful assimilation of information and knowledge, motivation is a key factor, since without its existence, learning may face serious problems (Gee, 2003). According to a survey of (Sahin et al., 2017), the existence of leaderboards led the participants to wish to participate more in the game, as it enhanced the sense of competition, simultaneously leading them to a continuous effort to rise to a higher position in the board. The virtual prizes are also useful as they support user’s motives, feedback and reflection as they provide a picture of its level, thus strengthen self-regulating learning (Glover, 2013; Yuan, 2017). Finally, progress bars are in addition to feedback a guidance to the user about what needs to be done to achieve improvement and progress (Glover, 2013).
Deterding, S., Sicart, M., Nacke, L., O’Hara, K. & Dixon, D. (2011). Gamification: Using game design elements in non-gaming contexts. Paper presented at the 2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems. 66. 2425-2428. 10.1145/1979742.1979575.
Furdu, I., Tomozei, C., & Köse, U. (2017). Pros and Cons Gamification and Gaming in Classroom. BRAIN: Broad Research In Artificial Intelligence & Neuroscience, 8(2), 56-62.
Gee, J. P. (2003). What video games have to teach us about learning and literacy? New York: Palgrave Macmillan.
Glover, I. (2013). Play As You Learn: Gamification as a Technique for Motivating Learners. In J. Herrington, A. Couros & V. Irvine (Eds.), Paper presented at EdMedia: World Conference on Educational Media and Technology 2013 (pp. 1999-2008). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
Griffiths, M.D. (2002). The educational benefits of videogames Education and Health, 20, 47-51.
Kapp, K. M. (2012). Games, Gamification, and the quest for learner engagement. T+D, 66(6), 64-68.
Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146.
Şahin, Y. L., Karadağ, N., Bozkurt, A., Doğan, E., Kılınç, H., Uğur, S., & ... Güler, C. (2017). The Use of Gamification in Distance Education: A Web-Based Gamified Quiz Application. Turkish Online Journal Of Qualitative Inquiry, 8(4), 372-395. doi:10.17569/tojqi.329742
Sanchez, E., Young, S., & Jouneau-Sion, C. (2017). Classcraft: From Gamification to Ludicization of Classroom Management. Education And Information Technologies, 22(2), 497-513
Squire, K. (2005). Changing the Game: What Happens when Video Games Enter the Classroom? Innovate: Journal Of Online Education, 1(6)
Stott, A. & Neustaedter, C.(2013). Analysis of Gamification in Education. (Technical Report 2013- 0422-01) (p. 8). Surrey, BC, Canada: Connections Lab, Simon Fraser University. Ανακτήθηκε Νοέμβριος 9, 2017 από http://clab.iat.sfu.ca/pubs/Stott-Gamification.pdf
Yuan, A. C. H. (2017). A Critique and Defense of Gamification. Journal Of Interactive Online Learning, 15(1), 57-72.
According to Gee's evaluation criteria (2003), educational video games must be pedagogically driven and appropriate to promote learning. These criteria refer to the motivation given to the student when using the application or game, the potential problems he / she will be faced with and his / her level of interactivity.
Johnny Grammar's Word Challenge is an application suitable for Android and IOS devices. It is really beneficial for students who learn English and want to improve their knowledge of grammar and vocabulary. The aim of the game is to answer as many correct questions as possible within a minute, with the user receiving badges depending on his performance (Grammar Guru, Word Wizard and Supreme Speller badges). By winning badges the player is placed on a leaderboard competing with other players worldwide.
There are three levels of difficulty (easy, medium and hard) depending on the level of questions asked. In the vocabulary category there are 10 sub-categories related to food, travels, idioms, movies, hobbies etc. In the grammar category there are 12 sub-categories related to intentions, irregular verbs, auxiliary verbs, etc.
After completing quizzes, the application offers feedback so the user can evaluate the answers given. In fact, through this gamification process, the user indirectly aims at improving the cognitive knowledge’s capacity as this improvement will also lead to a better placement in the ranking board.
Assessing the "Johnny Grammar's Word Challenge" application with Gee's criteria for mobilizing the student, this game is structured in such a way that it makes the user feel that his action have a meaning (Gee, 2004). Problems in the application are well organized as there is a scaling difficulty so the learner can easily start from the lowest level of difficulty and reach the highest, making the challenges easily manageable (Gee, 2004). Another advantage is the immediate feedback given as the student quickly acquires an image of his level and knowledge. This is a valid update on the processes that should or have been applied, which serves in understanding and building new knowledge. After all it is widely known that people learn skills, strategies and ideas better when they see how they fit into a more general frame which is meaningful for them. In fact, every experience is reinforced when we understand how it fits into a more important set.
Gee, J.P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, (8), 15-23.
QuizUp is an application designed for IOS and Android devices where two compete in a quiz. This means that there is a need for an internet connection throughout the game. Initially, the user creates his or her own account, uploads an image that differentiates him from the other contestants and selects the categories of interest, thus giving the necessary meaning to the game.
There are a number of categories from which the user can choose, some of them are of educational content and others are simply less connected to the learning process. These categories include topics from history, technology, literature, science, geography, mathematics, business, film, and even video games. The categories are given beautifully and clearly for the user, while the database of available quizzes is huge, with new quizzes being added daily. It is worth mentioning the ability of the user to compete in two types of play modes. The Single Player Game is a mode where the player is playing alone, essentially struggling without an opponent. His goal is to advance as far as he can in the selected category. The second mode is called Random Opponent Game, where the player faces other players from around the world. Both players have to deal with 7 questions, gathering points according to the answer and the speed that the correct answer was given. Winner is the one who has collected the most points during the session.
One of the most important elements that enhance the player's interest is that in QuizUp he participates in a quiz on topics he already knows enough, as opposed to a more classic knowledge game that puts some random questions to the contestants. QuizUp also differs from other similar applications as it allows the player to communicate with his opponents, start debates, follow others, challenge friends, win achievements, and connect their Facebook and Google+ devices. The experience of the user is also enriched by the fact that regular tournaments are offered in the application. Thus, it can be said that it creates an active community of practice by promoting communication and interaction with other people who share common interests, ultimately leading to the establishment of new knowledge. Whenever a user wins a QuizUp, he wins points that are called experience points. The motivation is also increased because of the engagement that is developed through the option of Rankings, which are the game’s leaderboards. There the player is ranked according to the experience points he has collected in each category of interest.
According to researchers (Vandercruysse, Vandewaetere, Cornillie & Clarebout, 2013), the competition cultivated on videogames will then lead to greater enthusiasm, which will ultimately lead to more concentration and desire for improvement in the subject.
After the Quiz is over, the player receives in-depth feedback on his own and his opponent's selections, and in case of a winning outcome, he is rewarded with specific badges that are visible in his profile, thus further enhancing the gaming feature. According to Prensky (2001), uninterrupted feedback provided in a variety of forms rather than one-dimensional is responsible for establishing knowledge in the mind of the user, leading him to alternate his mistaken choices and ultimately to success.
However, a drawback is the existence of Gems and Coins that are either earned through the application or purchased with real money. Those items allow the user to accumulate more experience points or redeem them to be able to participate in some tournaments while having certain advantages compared to other competitors.
The design of the application is surprisingly good. It is bright and colorful but at the same time well-organized and ergonomic. Players will have no problem navigating in the application, finding the topics they like or participating in a game. During the quiz, the screen is properly designed with minimal distractions. The only thing the player can see is the score, questions and answers along with each player's name and profile picture. This helps the player immerse in the game by placing it in a state of flow. As Gee (2008) has highlighted, video games such as QuizUp offer experiences to people in a virtual world using the gameplay mechanics that it integrates to solve problems in an attractive and fun environment.
QuizUp is a great game that is worthwhile recommending to your students to use either at home or in the classroom through appropriate guidance. Besides, people find learning pleasant under the right conditions, which are often not those found in traditional school. As various scholars believe, schools will surely benefit from the use of videogames in the classroom (Gee, 2004). After all games like QuizUp do not give gamers information that is unrelated to their context, but only those that are necessary, while providing purpose in creating the person's participation in social life, through groups that provide meaning to goals, interpretations, practices, explanations, feedback, and the prerequisites for deep learning through experiences (Gee, 2008)
Gee, J. P. (2008). Learning and games. The ecology of games: Connecting youth, games, and learning, 3, 21-40.
Gee, J. P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, (8), 15-23.
Prensky, M. (2001). Fun, play, and games: What makes games engaging? In Digital game-based learning. (pp. 11-16). New York, NY: McGraw Hill
Vandercruysse, S., Vandewaetere, M., Cornillie, F., & Clarebout, G. (2013). Competition and students’ perceptions in a game-based language learning environment. Educational Technology Research and Development, 61(6), 927–950. doi:10.1007/s11423-013-9314-5
One of the most popular and well-known tools for learning a language online is Duolingo. Duolingo is completely free, easy to use and makes it a lot of fun the acquisition of a new language. There is a variety of languages you can choose from, including English, Spanish, French, German, Italian, Portuguese, Russian, Dutch, Swedish, Turkish, Japanese, Norwegian, Danish, Polish, Hebrew, Vietnamese, Greek, Ukrainian, Welsh, Hungarian, Swahili, Korean, Romanian, Czech and Chinese.
How does it work?
Duolingo is a great example of a straightforward language app. It’s really simple to use. You set up a profile, choose your target language, set your weekly goals (only if you’re brave enough) and off you go! There is an option to ‘test out a language’ when you begin a new language. You can start with the basics or you can take an ‘entry test’ and let the app determine your fluency level.
Each course in Duolingo is made up of modules. The modules upon completion are grouped to form the student's language level. Duolingo dictates the order in which you need to complete the different modules, with new modules becoming active only once you’ve completed the previous one. This is also the case with individual lessons within each module. For example you have to complete lesson 1 in order to be able to progress to lesson 2, and so on.There are dozens of sets of lessons at Duolingo called Skills. Some of them include the following: Basics, Phrases, Food, Present, Adjectives, Plurals, Family, Questions, Numbers, Household, Colors, Comparison, Qualifiers, Measure, Clothing, Animals, Prepositions, Dates & Time, Nature, and Medical.
At the end of each lesson, you get a progress report that also shows your ‘streak’ – the number of days in a row that you’ve completed.Keep in mind that a user account isn't required to use Duolingo, but it's recommended if you want to keep track of your progress.
The lessons include images, text, and audio, and sometimes has you speak into a microphone (if you have one) to test your speaking and pronunciation skills. New vocabulary is often taught with images, and grammar points are explained in little speech bubbles. There are also listening exercises where you need to type what you hear, and speaking exercises where you say what you hear. Duolingo recognizes that language learners need to be motivated to make sure they come back to the app and engage in some more language fun. Duolingo is a constructivistic tool that uses several different methods to keep you interested but the most useful is the Gamification .The goals a student can choose from range from ‘casual’ to ‘insane’, depending on how serious one is about learning and how quickly one wants to progress. This works well for those who are motivated by the idea of making a ‘formal arrangement’ with the app. The theory of gamification is applied since you get extra points called Lingots every time you complete one of the goals that you or the application has set, thus increasing the motivation of the learner. It can also attract visual learners due to the fact that a lot of the learning that goes on in Duolingo is visual. There are pictures for learning vocabulary, colours that indicate whether you’re right or wrong, and highlighted tapable text for new words or grammar points.
Duolingo is an adaptive web 2.0 meaning that the program adapts to you, it learns what you know by usage and suggests what you should learn next. To achieve that it uses an algorithm that calculates data from articles found on the Internet to automatically build courses, considering it will adapt automatically as the language evolves. Duolingo is available on Personal Computers, Mobile devices (IOS and Android)
The "Civilization" computer game series is a creation of Sid Meier,a well known digital video game producer and creator.
Minecraft is a building game in which the user is called within its virtual world to place and customize bricks (or as they are called in this game, Blocks) and materials to build constructions that can be functional or not. The user also has to choose from a series of playable scenarios that are distinguished in creative, adventure and survival modes and can also chose to play alone or with others in the multiplayer mode (Nebel, Schneider & Rey, 2015). The particularly useful scenario of creativity is one that provides the greatest potential for educational use as players have unlimited materials to develop the constructions they desire, without being limited by drawbacks such as slow movement from one place to another or the risk their virtual character experiences death, like it happens in the survival mode (Overby & Jones, 2015).
The nature of the game that involves the player in problems with various objects that interact with his decisions, the plethora of choices the user allows, the freedom of movement and choices from the creation of the character to the development of the constructions, puts him in the place of the creator and not just the consumer, resulting in Minecraft being a tool that contains many of the elements of constructivism theories (Overby & Jones, 2015; Nebel, Schneider & Rey, 2015), redefining it as a highly lucrative and benefitial application to any class (Petrov, 2014).
The game is extremely easy to install and can even work on computer systems or mobile devices with low limited infrastructure, although the multiplayer mode obviously requires internet access (Overby & Jones, 2015; Nebel, Schneider & Rey , 2015). The offered actions that can be implemented in the world are varied and can be used to enhance various teaching subjects such as arts, environmental sensitivity, architecture, mechanics, physics, mathematics and history. (Petrov , 2014; Overby & Jones, 2015).
The benefits associated with the use of Minecraft for educational purposes are a lot. The most important are that Minecraft is linked with the development of students' critical thinking, enhancing creativity, and fostering digital literacy in an environment with increased motivation (Petrov, 2014 (Nebel, Schneider & Rey, 2015). If used in an online environment that allows multi-player involvement, it increases student collaboration and teamwork since it operates as a tool of social constructivism (Nebel, Schneider & Rey, 2015).
In conclusion, it is worth mentioning that there is also an educational version of Minecraft available, MinecraftEDU, which provides the appropriate tools for teachers to evaluate student-player moves, easier game management, and a range of other objects to smoothly adapt to the learning process (Nebel, Schneider & Rey, 2015).
Find more at https://minecraft.net/
Nebel, S., Schneider, S., & Rey, G. D. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Educational Technology & Society, 19 (2): 355-366.
Overby, A. & Jones, B. L. (2015). Virtual LEGOs: Incorporating Minecraft Into the Art Education Curriculum. Art Education, 68 (1), 21-27.
Petrov, A. (2014). Using Minecraft in Education: A Qualitative Study on the Benefits and Challenges of Game-Based Education (Unpublished Doctoral Dissertation). University of Toronto, Canada.
The integration and exploitation of technology in in recent years takes place through pleasant environments of learning, collaboration and authenticity. Such an environment is the Quizizz. It requires the student's active engagement and the emergence of a learning experience that no longer relies on the sterile knowledge of the content. The use of such tool keeps students' interest and commitment to acquiring new information (The effect of Kahoot, Quizizz, 2017).
Quizizz is a free learning application designed for mobile phones that uses wireless handhelds to collect student responses and then show the results in the classroom while collecting direct feedback by answering questions posed by the educator (Kahoot, Quizizz, 2017). The teacher selects a quiz that has been structured for the particular subject of interest and then provides a pin for the students. Students then use the pin and the questions appear on their mobile devices. They are required to answer a timeframe predetermined by the teacher. Questions appear randomly to each student, and then the learner observes the results of the choice he/she made (Boulden, Hurt & Richardson, 2017). The total results are also shown at the interactive whiteboard with the help of the teacher’s computer and a projector.
Students play together, but each at their own pace. Gamfication elements like avatars, leaderboard and funny memes add to the fun. At the end of the game, the educator receives detailed class and student-level reports to understand where the pupils need help.
It is a tool based on behavioral learning theory as learning through quizizz is done with specific activities to achieve goals that are designed by the teacher (Learning Theories, n.d.). Thus, the student is not in control of the application since the teacher is the creator. As far as the evaluation of the learner is concerned, the behavioral patterns are also followed, since the results of the quiz appear at the scoreboard.
Effects on the learning process:
By studying the positive results in the learning process, many pedagogical benefits are attributed to Quizizz. Students perceive commitment and acquire a different perception of learning as their motives multiply (The effect of Kahoot, Quizizz, 2017). Studies show increased collaborative learning and engagement as well as increased learning outcomes (Boulden, Hurt & Richardson, 2017). Then the concentration of children in the process increases as well as their active engagement (The effect of Kahoot, Quizizz, 2017). As far as the teacher is concerned, the contribution of the tool is to control the level of understanding or lack of knowledge through the feedback system provided at the end of the process.
In conclusion one could imply that the inclusion of games and technological tools offers all the resources to students for communication, contact and collaboration. In the context of teaching, the tools that technology has provided us, ensures a more extensive and cost-effective exploratory work on the subject of teaching (Cardet, 2013).
Create your own Quizizz at http://quizizz.com
Boulden, D. C., Hurt, J. W., & amp; Richardson, M. K. (2017). Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report. I.E .: Inquiry In Education, 9 (1), 1.
CARDET (2013). Authentic Learning. Report within the project Developing Authentic Learning Environments through School and Business Collaboration. Nicosia: CARDET Press.
The effect of Kahoot, Quizizz and Google Forms on student perception in the classroom response system. (2017). 2017 International Conference on Digital Arts, Media and Technology (ICDAMT), Digital Arts, Media and Technology (ICDAMT), International Conference on, 178
Classcraft is a free e-learning system that transforms class into a role-playing game, based on the theory of the gamification of learning which attempts to make the learning process even more accessible to students (Analysis of Factors Affecting, 2015). It is basically used as a means of managing the classroom and the behaviors of its members (Sanchez, Young, & Jouneau-Sion, 2017; Bicen & Kocakoyun, 2017). Classcraft transforms school by taking the video game mechanics that provide rich and interesting play experiences and applying them to the classroom setting.The teacher is responsible for coordinating the game since he is the game master.
A computer and a projector are required for viewing the statistics of the students, while students can view their progress and interact with the content by downloading the application which is available for IOS and Android devices.
The game runs in the background during the lesson and it normally takes place simultaneously. The teacher chooses to switch to the game whenever he or she sees that fit or whenever (2015) .
In-game students create an avatar and then are divided into small groups that will compete with one another. The student has the option to customize his own avatar with a number of predefined characters (mage, warrior, healer) each of whom has his / her own powers and weaknesses (Brettton, Sim, & Read, 2016)
These powers represent behaviors and processes that occur within the classroom. For example, the healer's "Ardent Faith" power enables him to confirm a response to a test by asking the professor. In addition, students earn points by answering questions, participating in classroom activities or helping another teammate or even the teacher (Sanchez, Young, & Jouneau-Sion, 2017).
Through a variety of activities, students acquire experience points and improve the level of the hero they have chosen initially, thereby improving their own cognitive ability and behavior.
It is a tool based on behavioral learning theory as learning through classcraft aims to modify the student's behavior. Additional features that classify it in behavioral learning tools are the specific activities to achieve objectives that activities are designed from the beginning by the teacher (Learning Theories, n.d.). Thus the student is not in control of the application since the teacher is the creator and the one who moves the strings and directs all the parameters of reward or punishment within a course context. As far as the assessment of the learner is concerned, it can be said that it follows the behaviorism model as well since the teacher attributes the possible positive or negative reward with the experience points.
Within the framework of classroom management strategies and actions, teachers build a positive ethos within the school unit by recognizing and commending positive behavior and discouraging the unsatisfactory and unacceptable. According to Bretherton, Sim, & Read (2016), Classcraft plays the role of a new behavior system, transforming the traditional responsibility of the teacher.
The positive effects on the learning process include the encouragement for learning, cooperativity and student-to-student communication and effectiveness (2015; Bicen & Kocakoyun, 2017; Bretherton, Sim and Read, 2016). Worth mentioning is the flexibility the students have and the freedom of decision-making given due to the fact that the information that is provided to the users about the consequences of their choices can alter their way of behaving (Sanchez, Young, & Jouneau-Sion, 2017).
Finally, with the adoption of classcraft as a regulator of the appropriate behavior, students' performance is expected to reach higher standards, aiming not only at the optimal learning culture but also in the improved social life and the extended teamwork that follows (Bretherton, Sim, & Read, 2016). Two different elements are extremely worth mentioning regarding Classcraft. On the one hand the tool is shaped in such a way that it contributes to the improvement of an individual level of the pupil and on the other it introduces social skills and interactive actions, which encourages the establishment of learning communities that can help in achieving common goals.
All in all Classcraft, cultivates the development of critical thinking in students, underlining those who believe that games are not just a tool for mere entertainment but they also have huge educational potential (Sanchez, Young, & Jouneau-Sion, 2017). Applications of this type transform the traditional classroom into a learning environment where activities make sense to the pupils and thus create a sense of pleasure under fun situations.
Gamify your own classroom by visiting https://www.classcraft.com/
Analysis of factors affecting user acceptance of the implementation of ClassCraft E-Learning: Case studies faculty of information technology of Tarumanagara university. (2015). 2015 International Conference on Advanced Computer Science and Information Systems (ICACSIS), Advanced Computer Science and Information Systems (ICACSIS), 2015 International Conference on, 73.
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Games in education are the teacher’s weapon to try and involve students in activities that combine the element of fun and learning with a meaning. Mobile devices have reshaped the way of teaching and have created new opportunities towards this approach.
This article will present one of the most useful tools, Kahoot! which combines beautiful graphical representations and sounds, turns the classroom into a playroom, with the teacher being the "show" coordinator and the students to be the contestants (Fotaris, Mastoras, Leinfellner & Rosunally, 2016). Students are asked to give the appropriate answer to the current question they are dealing with using their mobile devices and according to their responses they earn points that rank them in a rating scale (Wang, 2015).
A Kahoot! is a collection of questions on specific topics. Create a fun learning game in minutes – called ‘kahoot’. The format and number of questions are entirely up to you. Add videos, images and diagrams to your questions to amplify engagement and make learning so fun that your students will literals beg to be assessed
The benefits that Kahoot offers! in the learning process are many, but in summary, one could claim that it transforms the learning process into a more efficient and productive one (Katyshev, n.d.). The ease with which students receive feedback individually on their devices promotes self-evaluation, while the teacher's report on the distribution of student responses gives him the opportunity to identify potential gaps, make further analysis as well as explanation of the right choices (Katyshev, nd; Wang, 2015; Dellos, 2015; Fotaris, Mastoras, Leinfellner & Rosunally, 2016). Besides, as Dellos (2015) points out, creating the conditions for a comfortable environment for feedback in their responses without the stress of evaluation is critical to assimilation of knowledge. The user-friendly interface is also enhanced by the fact that there is no need to download a separate application, although there is such a possibility, since the game can be played through any web browser (Katyshev, n.d.). Even the existence of the scoring system exploits the innate tendency of man to compete, effectively giving players an incentive to improve the position on the ranking board (Katyshev, Wang, 2015; Fotaris, Mastoras, Leinfellner & Rosunally, 2016)
Being a system of responding to student choices in a pre-created game of questions by Professor (Dellos, 2015) and according to the foregoing, it is concluded that this application is largely a behavioral tool in which the right options have been set beforehand and students are asked to identify them, ultimately leading to the reward of this desirable option. Of course, if used in ways other than the above, it has the potential to become a tool of social constructivism
If used properly, It has the potential to create a social, fun and game-like learning environment.
Visit http://create.kahoot.it to make your own quizzes using Kahoot! or discover Kahoots! made by others
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Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227.