Attitudes and Perceptions of Kahoot! as a Gamified Learning Tool in Higher Education
Keywords:
Gamification, Kahoot!, Attitudes, Perceptions, English for Foreign LanguageAbstract
This study investigates respondents' attitudes and perceptions towards the use of Kahoot as a gamified learning tool in two classes of an Intermediate English Grammar course at one higher education institution in Makassar, Indonesia, A total of 39 respondents participated in the study, and data was collected through a 22-item survey questionnaire. The results showed that 98% of respondents felt that learning grammar through Kahoot as a gamified learning tool brought fun, challenge, engagement, and increased motivation to the Grammar class. The findings contribute to the growing body of research on gamification in higher education, particularly its potential to enhance student engagement and language learning outcomes in EFL contexts.
References
This study demonstrates Kahoot’s effectiveness as a gamified learning tool, significantly boosting EFL student engagement, motivation, and comprehension. Positive student attitudes suggest that game-based learning enhances language learning enjoyment and interactivity. However, instructors should address technical challenges, time constraints, and diverse learning styles. Future research could explore Kahoot’s long-term impact on academic achievement and evaluate various gamification approaches across different educational contexts.
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