Intellectual Production #2: Digital Games & Learning Reviews of Research – Annotated Bibliography

Wang, A. I., & Tahir, R. (2020).The effect of using kahoot! for learning – A literature review Links to an external site. Computers and Education, 149, 103818. doi:10.1016/j.compedu.2020.103818

Kahoot! is a quiz game that was released in 2013. With 70 million monthly users around the world, it is used by 50% of US K-12 students which makes learning fun. The purpose of this study is to focus on the effect of using Kahoot! in learning. This article uses the results of the literature review and the Goal, Question, Metrics (GQM) approach (Basili, 1992) as a research method.

The strengths of this research are that the authors used 5 research questions in this article as follows. How does Kahoot! influence learning performance, classroom dynamics, students’ anxiety, students’ perceptions of Kahoot! and the teachers’ perceptions of Kahoot! The main conclusion shows that Kahoot! can have a positive effect on learning, teaching, classroom dynamics, engagement, etc.

However, there were some challenges and weaknesses mentioned by students and teachers such as network connections, readability on a projected screen, unchangeability of answers after submission, time anxiety, scoring system, and usage of technology, etc.

To conclude, there were more advantages and positive effects than disadvantages of using Kahoot! for K-12 and higher education for various subjects.

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Alabdulakareem, E., & Jamjoom, M. (2020). Computer-assisted learning for improving ADHD individuals’ executive functions through gamified interventions: A review Links to an external site. Entertainment Computing, 33, 100341. doi:10.1016/j.entcom.2020.100341

Attention-deficit/hyperactivity disorder (ADHD) is an illness involving a person’s brain development and activity, and it affects a person’s attention span. Children with this disorder are easily distracted or are too active, etc. Computer-Assisted Learning (CAL) is an encouraging meditation for people with ADHD in subjects such as Spanish and Math, and it increases their academic accomplishment, life attitude, and self-control. This paper examines the impact of Serious Games on ADHD by using a literature review. Serious games (SGs) are a part of CAL educational games.

The strengths of this research are that SGs gain ADHD students’ attention and enhance their motivation. In addition, they can be used as a non-pharmaceutical solution because people with ADHD need therapies to perform better in learning. These aspects are well shown in the figure showing the increase in the number of children ages (4-17) diagnosed with ADHD in the U.S. and the name of the games, number of participants, training period, skill targeted, methodologies such as mixed methods and observation, limitations, evaluation method, and findings.

However, there are some weaknesses such as addiction if the SGs are overused. Therefore, it should be controlled by a therapist or parent, and some games can be played at home for safety. In addition, some limitations such as gender issues, and the effects of multiple players are also introduced, and possible solutions are suggested in this paper.

To maintain players’ attention and motivation high, developers should use attractive contexts and interactive instruments like AR (Augmented reality), real devices, touch screens, multimedia, etc., as these can increase players’ motivation.

To conclude, educators, developers, therapists, programmers, etc., should be involved in making SGs boost their benefits and control their disadvantages.