Undoubtedly, virtual reality has been one of the most discussed topics between educators since the past year. Multiple applications try to exploit its characteristics in order to enhance students’ learning process.
VirtualSpeech is an application which through scenarios and a wide range of language situations, aims to use the virtual reality to teach foreign languages. Besides English the user can choose between the following languages: French, Spanish, Portuguese, German and Chinese. Russian, Japanese, Italian and Korean are soon to be released.
Originally the app was developed to help people learn English through simulations of the English culture and landmarks. The idea behind this was to create a more exciting way of learning in a virtual environment. Research shows that visual representations help in maintaining information and learning new vocabulary (Jones, 2010). In addition the use of images helps in making abstract ideas more specific to students.
Below are listed the categories that the user can pick from.
Experience Culture: Virtual Reality (VR) is the possible solution for creating genuine language learning environments in EFL countries for a variety of reasons. The most beneficial part of using VR is the creation of those situations that simulate the physical environment through digital representation (Chen & Chen, 2016). London, Cotswolds, Warwick, Cornwall and many other British places are available to visit.
Vocabulary: The user is asked to locate various objects in beautiful and well-designed rooms. Despite the fact that we really liked this option it should be mentioned that the free version of the app includes only room.
Audiobook Chapters: The user can choose to listen to renowned books such as Treasure Island or Alice in the Wonderland. Of course, it would be an addition if moving or static images could be added as to enhance the student's involvement.
Basic Tenses: The player interacts with different shapes and objects trying to put them in order while creating sentences. Each object represents a single word. At the moment the user can choose from Present Simple, Past Simple and Future Simple.
Numbers: A realistic space ship simulation game in which the player tries to maneuver his spacecraft to the right number. It's not just a language learning game, but it certainly enriches the whole experience.
Roleplaying Speeches: It is a fact that through virtual reality it is possible to simulate situations that would be either too expensive or unfeasible to perform (Dávideková, et al., 2017). On this axis the user can simulate a speech, an interview, make a reservation for a hotel etc. It is a fact that there is no feedback based on what is said, but this may have had dubious results and would certainly require some financial consideration such as the purchase of the application.
Rewards and statistics: Finally, it is possible to record some of the user's achievements which are earned after completing certain activities.
Language VR will help teach English language and culture by providing photorealistic virtual reality environments to students to talk, listen, interact, and ultimately play.
The application is fully compatible with Google Cardboard and is available for Android, IOS, and GearVR devices. You can find out more here https://virtualspeech.com/
Chen, X. and Chen, M. (2016). The Application of Virtual Reality Technology in the EFL Learning Environment in China. Proceedings of the 2016 International Conference on Sensor Network and Computer Engineering.
Dávideková, M., Mjartan, M. and Greguš, M. (2017). Use of Virtual Reality in Education of Employees in Slovakia. Computer Science, 113, pp. 253-260.
Jones, A.D. (2010). Science through photography. Science through photography. Science and Children, 47 (5), 26-30.
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.
Νearpod is an extremely powerful presentation tool. It allows teachers to create digital lesson plans, share it with students during class, and track individual progress. Lessons are comprised of teacher-created slides that can include text, video, images, websites, questions, quizzes, polls, and assignments. Teachers can use Nearpod effectively in the classroom to support student learning in a variety of ways. Give students opportunities for interaction and immediate feedback by having them draw on a map, respond to a poll question, post to a collaboration board, or take a multiple-choice quiz. Besides, teachers can incoroprate virtual reality trips and 360° views into their slides using the build-in capabilities the Nearpod offers. By watching videos and reviewing notes students can review the key concepts of the lesson. In addition they are able to follow the lesson on their own devices at their own pace or teachers can lead a synchronized session where students can follow the lesson in real-time. This way the learners become active participants in their education while teachers get valuable feedback on student learning.
Nearpod augments the normal PowerPoint experience. Τhe presentation experience is enhanced by administering formative assessments to students as they work and allowing the teacher to monitor students as they take notes, draw or map concepts, answer quizzes and more. This is formal learning that uses the traditional classroom model and elevates it to include more interactive elements.
How to use:
To use this tool, the teacher must visit the Nearpod website and register.The teacher can either create the lesson from scratch or import an already made presentation in PowerPoint and then add the elements to enhance it. When satisfied with the created lesson, teachers can choose if they are going to lead the lesson or if students will complete the lesson individually. If they are going to complete it together, students will need to log onto the lesson by entering the lesson plan’s pin into the Nearpod app or website. If this option is selected, teachers will have the ability to monitor their students’ computer screens once they are logged in, which means whatever is shown on the teacher’s screen is also shown on the students’ screen. If students complete the lesson independently, they will be able to work on their own pace. If teachers include different activities and assessments, they will be able to view student achievement and work as students progress through the lesson. Teachers will be able to see student progress by clicking the group icon on the top left of the screen.
Side note: Not all the content on Nearpod is free. A teacher may have to purchase a subscription to access all the content. However, the educator can still make and use a custom lesson with the students for free but some of the options are limited. Also, teachers are encouraged to use the “Explore” option to view lessons made by colleagues and then use them or modify them for their own needs.
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.
Socrative is a tool primarily designed to evaluate the learner. The application (response system) allows the educator to create several kinds of quizzes: Multiple Choice, Right or Wrong, Brief Response, etc. Those quizzes are accessible by the tutor who has access to view the responses of each student (Kokina, & Juras, 2017). There is also another option called “Exit Ticket”, which provides a direct insight into the students' understanding of the main points of the course. (Tretinjak, Bednjanec & Tretinjak, 2015).
Socrative is also a tool of gamification since it is a virtual environment which is full of challenges that pupils have to respond to. Unlike other applications it doesn’t embed a reward system but through its leaderboard option students can recognize their weaknesses and improve their knowledge. After a quiz is done, the teacher receives a report which records individual performance. Then the educator can share this report with the learners and process the results of their responses.
An other useful option is the “Space Race”. When using the “Space race” option, the answers are given by groups of students, thus enriching the group-work spirit and the element of competition between the different teams. As stated in an article by Ferrándiz, Puentes, Moreno, & Flores, (2016), Socrative allows group collaboration and competition. As a result the students become more motivated compared to the usual quizzes.
All in all, it can be said that the use of Socrative in class strengthens the metacognitive processes of learners while promoting learning at the same time.
Kokina, J., & Juras, P. E. (2017). Using Socrative to Enhance Instruction in an Accounting Classroom. Journal Of Emerging Technologies In Accounting, 14(1), 85-97. doi:10.2308/jeta-51700
Tretinjak, M. F., Bednjanec, A., & Tretinjak, M. (2015). Interactive teaching with Socrative. 2015 38Th International Convention On Information & Communication Technology, Electronics & Microelectronics (MIPRO), 848.
Ferrándiz, E., Puentes, C., Moreno, P. J., & Flores, E. (2016). engaging and assessing students through their electronic devices and real time quizzes. Multidisciplinary Journal for Education, Social and Technological Sciences, 3(2), 173-184.
The basic principle of Behaviorism is that learning is the result of a person's response to a stimulus. The student does not work independently on the environment but on the contrary, the behavior is controlled by environmental factors, thus not having the control of the learning or the time it takes to achieve it (Technology in Education, n.d). All the objectives are predetermined, while the student is tasked with absorbing the offered knowledge so that in the final stage it may present desired and predetermined behaviors. The student is individually assessed and controlled if his behaviors and performances can state that he has acquired the new knowledge according to the criteria the teacher has set the right response (Weegar & Pacis, 2012). Thus, the teacher is at the center of learning, trying to find ways to elicit the desired behaviors by providing the appropriate stimuli without taking into account the social-cultural context of the learners as well as their needs, ultimately failing to contribute to the acquisition of a higher level of competence or those skills that require deeper processing (Technology in Education, nd; Kostaditidis, 2005).
On the other side, another predominant learning theory is constructivism, which asserts that learning is an active procedure as students enter the process of building knowledge by trying to clarify the events of the world environment (Technology in Education, n.d.). Constructivists believe that learning only happens when there is active processing of information and so they ask students to create their own motifs by linking new knowledge to those motives. As a result, this enables them to constantly undergo the cultivation of their post-cognitive skills (Technology in Education, nd; Kostaditidis, 2005). Constructivists do not share the stance of behaviorists who claim that knowledge is independent of the mind and believe that the mind is the internal representation of the outside world. This way they believe that students are forced to construct their own knowledge through personal experiences and real events (Weegar & Pacis, 2012). Actions in the constructivist model enhance the ability to solve the problems of those involved and the ability to conduct research and work within a group. At the same time, the educator plays the role of the assistant-supporter of the learning process and his students, encouraging them to formulate their own ideas and conclusions (Weegar & Pacis, 2012).
The creation and the need to adopt a technological approach to the internet learning stems from the theory of constructivism. In an article by Vrasidas, Zebbys, and Petros, Vygotsky's theories of self-regulating and reflective knowledge express the inseparably linked nature of those theories with new approaches in the field of education (Vrasidas, Zebbys & Petros, 2005). As a result, teaching is driven to its peak, as the teacher is now invited to combine both pedagogical approaches and technological applications and new teaching approaches, effectively designing an authentic learning environment where the learners will benefit the most. (Erben, Ban & Casta ~ neda, 2009; Medina & Alvarez, 2014). Unfortunately, most applications and tools that are available neglect the need for cooperation between the participants focusing solely on individuality. It is crucial for eLearning designers to add meaningful activities that promote communication and teamwork. This is a win-win solution since at the same time the intrinsic motivation of users is increased because of the interest in those activities.
Despite their differences, these 2 learning theories are well suited to the design of online learning today. Although the various technological tools are primarily designed in the context of behaviorist theories, most teachers choose to use a combination of behavioral and constructivist design patterns, perceiving the dynamics of both theories in order to satisfy the educational peculiarities of each student (Weegar & Pacis, 2012).
Vrasidas, C., Zempilas, M., & Petrou, A. (2005). New pedagogical theories and the role of education technology. In S. Retail Advanced Internet Technologies in the Service of Learning (pp 33-58).Athens: Kastaniotis.
Erben, T., Ban, R., & Casta~neda, M. (2009). Teaching English language learners through technology. New York, NY: Routledge.
Technology in Education. (n.d.) Learning Theories. https://economu.wordpress.com/εκπαιδευτικό-υλικό/θεωρίες-μάθησης ">Retrieved October 4, 2017, by https://economu.wordpress.com/Educational-york/views
Kostantinidis, A. (2005). Learning Theories and Their Effects on Educational Software Design (Dissertation, Aristotle University of Thessaloniki, 2005).
Medina, L. C., & Alvarez, C. P. (2014). Fostering Collaboration in CALL: Benefits and Challenges of Using Virtual Language Resource Centres.
Weegar, M.A. & Pacis, D. (2012). A Comparison of Two Theories of Learning - Behaviorism and Constructivism as applied to Face-to-Face and Online Learning. Presented at the E-Leader Conference. Manila, Philippines.
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
Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12 (4), 49-52.
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