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Game On with Kahoot! Effects on Vocabulary Learning and Motivation

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Title: Game On with Kahoot! Effects on Vocabulary Learning and Motivation
Language: English
Authors: Reynolds, Eric D. (ORCID 0000-0001-6877-8159), Fuchs, Richard W., Johnson, Peter
Source: International Journal of Computer-Assisted Language Learning and Teaching. 2021 11(4):40-53.
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Game Based Learning, Electronic Learning, Educational Technology, Vocabulary Development, Student Motivation, Audience Response Systems, English (Second Language), Second Language Learning, Instructional Effectiveness, Foreign Countries, Computer Assisted Instruction, College Students
Geographic Terms: South Korea
DOI: 10.4018/IJCALLT.2021100103
ISSN: 2155-7098
Abstract: The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322771
Database: ERIC
FullText Text:
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  Data: Game On with Kahoot! Effects on Vocabulary Learning and Motivation
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  Data: <searchLink fieldCode="AR" term="%22Reynolds%2C+Eric+D%2E%22">Reynolds, Eric D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6877-8159">0000-0001-6877-8159</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fuchs%2C+Richard+W%2E%22">Fuchs, Richard W.</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Peter%22">Johnson, Peter</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Computer-Assisted+Language+Learning+and+Teaching%22"><i>International Journal of Computer-Assisted Language Learning and Teaching</i></searchLink>. 2021 11(4):40-53.
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  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
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  Data: 14
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
– Name: DOI
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  Data: 10.4018/IJCALLT.2021100103
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  Data: 2155-7098
– Name: Abstract
  Label: Abstract
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  Data: The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.
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        Value: 10.4018/IJCALLT.2021100103
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      – Text: English
    PhysicalDescription:
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        PageCount: 14
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Educational Technology
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Student Motivation
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: South Korea
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      – TitleFull: Game On with Kahoot! Effects on Vocabulary Learning and Motivation
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